Designing transparent assessment strategies for online learning in HE (English language)

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    Glossary

• 1. Designing learning outcomes and criteria-based assessment in VLE

  By the end of this topic, you will be able to:

  1. design and develop a preferred assessment strategy using VLE tools.

  2. design and implement criteria-based assessment in VLE.

  3. design and implement assessment activities in line with the assessment criteria and / or learning outcomes.

  
  

  • 1.1. How to design an assessment strategy based on learning outcomes in VLE?

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    1.1.1. INTRODUCTION Textseite
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    1.1.2. DEFINITIONS Textseite
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    1.1.3. WHY SHOULD I DESIGN ASSESSMENT STRATEGY BASED ON LEARNING OUTCOMES IN VLE? Textseite
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    1.1.4. How to design assessment strategy based on learning outcomes in VLE Datei
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    1.1.5. BEST PRACTICE EXAMPLES Textseite
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    1.1.6. Self-reflection test
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    1.1.7. PRACTICAL TASK Aufgabe
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    1.1.8. MATERIALS FOR FURTHER READING Textseite
  • 1.2. How to integrate learning outcomes in VLE and align them with assessment activities?

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    1.2.1. INTRODUCTION Textseite
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    1.2.2. DEFINITIONS Textseite
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    1.2.3. WHY SHOULD I INTEGRATE LEARNING OUTCOMES IN VLE AND ALIGN THEM WITH ASSESSMENT ACTIVITIES? Textseite
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    1.2.4. How to integrate learning outcomes in VLE and align them with assessment activities Datei
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    1.2.5. How to apply criteria-based assessment method, using advanced assessment tool? Datei
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    1.2.6. BEST PRACTICE EXAMPLE Textseite
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    1.2.7. Self-reflection test
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    1.2.8. PRACTICAL TASK Aufgabe
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    1.2.9. MATERIALS FOR FURTHER READING Textseite
  • 1.3. How to describe assessment criteria in line with assessment activities?

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    1.3.1. INTRODUCTION Textseite
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    1.3.2. DEFINITIONS Textseite
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    1.3.3. WHY SHOULD I DESCRIBE ASSESSMENT CRITERIA IN LINE WITH ASSESSMENT ACTIVITIES? Textseite
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    1.3.4. How to describe assessment criteria in line with assessment activities Datei
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    1.3.5. BEST PRACTICE EXAMPLES Textseite
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    1.3.6. Self-reflection test
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    1.3.7. PRACTICAL TASK Aufgabe
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    1.3.8. MATERIALS FOR FURTHER READING Textseite
  • 1.4. Best practices from VLE on using tools to design formative and summative assessment strategies

    
    
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    1.4.1. INTRODUCTION Textseite
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    1.4.2. DEFINITIONS Textseite
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    1.4.3. WHY SHOULD I USE TOOLS IN VLE TO DESIGN FORMATIVE AND SUMMATIVE ASSESSMENT STRATEGIES? Textseite
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    1.4.4. How to design formative assessment strategy in Moodle? Datei
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    1.4.5. How to choose Moodle tools to assess different types of skills? Datei
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    1.4.6. BEST PRACTICE EXAMPLES Textseite
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    1.4.7. Self-reflection test
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    1.4.8. PRACTICAL TASK Aufgabe
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    1.4.9. MATERIALS FOR FURTHER READING Textseite
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    1.5. Self-Check List Feedback

• 2. Involving students in digitally supported learning assessment

  By the end of this topic, you will be able to:

  1. design and integrate peer assessment in VLE.

  2. effectively use progress measurement tools to support student learning.

  3. provide adequate and timely feedback for students in VLE to facilitate their learning.

  4. collect student feedback and reflection in VLE to improve teaching practices.  

  
  

  • 2.1. How can we design peer assessment activities in VLE?

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    2.1.1. INTRODUCTION Textseite
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    2.1.2. DEFINITIONS Textseite
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    2.1.3. Why should we design peer assessment activities in VLE? Textseite
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    2.1.4. Designing peer assessment activities in VLE Datei
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    2.1.5. BEST PRACTICE EXAMPLES Textseite
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    2.1.6. VIDEOS Textseite
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    2.1.7. Self-reflection test
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    2.1.8. PRACTICAL TASK Aufgabe
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    2.1.9. MATERIALS FOR FURTHER READING Textseite
  • 2.2. How to apply learning progress measurement tools in VLE?

    
    

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    2.2.1. INTRODUCTION Textseite
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    2.2.2. DEFINITIONS Textseite
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    2.2.3. WHY SHOULD I APPLY LEARNING PROGRESS MEASUREMENT TOOLS IN VLE? Textseite
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    2.2.4. Progress measurement in Moodle Datei
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    2.2.5. BEST PRACTICE EXAMPLES Textseite
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    2.2.6. PRACTICAL TASK Aufgabe
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    2.2.7. Self-reflection test
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    2.2.8. MATERIALS FOR FURTHER READING Textseite
  • 2.3. How to provide timely feedback with proper tools in VLE for learning-oriented assessment?

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    2.3.1. INTRODUCTION Textseite
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    2.3.2. DEFINITIONS Textseite
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    2.3.3. WHY SHOULD I PROVIDE FEEDBACK TO ONLINE STUDENTS, USING VLE TOOLS? Textseite
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    2.3.4. Feedback provision in Moodle Datei
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    2.3.5. BEST PRACTICE EXAMPLES Textseite
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    2.3.6. Self-reflection test
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    2.3.7. PRACTICAL TASK Aufgabe
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    2.3.8. MATERIALS FOR FURTHER READING Textseite
  • 2.4. How to collect student feedback and reflection in VLE

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    2.4.1. INTRODUCTION Textseite
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    2.4.2. DEFINITIONS Textseite
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    2.4.3. WHY SHOULD I COLLECT STUDENT FEEDBACK AND REFLECTION IN VLE? Textseite
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    2.4.4. Collecting student feedback and reflection Datei
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    2.4.5. BEST PRACTICE EXAMPLES Textseite
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    2.4.6. Self-reflection test
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    2.4.7. PRACTICAL TASK Aufgabe
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    2.4.8. MATERIALS FOR FURTHER READING Textseite
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    2.5. Self-Check List Feedback

• 3. Digital assessment methods and tools in VLE

  By the end of this topic, you will be able to: 

  1. identify and describe assessment activities that address knowledge, skills and values/ responsibilities;

  2. create and use digital rubric tools in VLE;

  3. design and use peer assessment activities in VLE, using Moodle workshop;

  4. define and implement assessment activities based on development of digital portfolios and reports;

  5. use assessment reports to monitor learning progress.

  
  
  

  • 3.1. Assessing knowledge, skills and values/responsibilities

    
    

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    3.1.1. INTRODUCTION Textseite
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    3.1.2. DEFINITIONS Textseite
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    3.1.3. HOW CAN WE ASSESS KNOWLEDGE, SKILLS AND VALUES/RESPONSIBILITIES? Textseite
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    3.1.4. Tests to assess skills, knowledge and values Datei
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    3.1.5. Assessing skills, knowledge and values: Moving Beyond tests Datei
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    3.1.6. BEST PRACTICE EXAMPLES Textseite
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    3.1.7. VIDEOS Textseite
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    3.1.8. Self-reflection test
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    3.1.9. PRACTICAL ACTIVITY Aufgabe
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    3.1.10. MATERIALS FOR FURTHER READING Textseite
  • 3.2. Workshops for peer assessment

    
    

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    3.2.1. INTRODUCTION Textseite
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    3.2.2. DEFINITIONS Textseite
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    3.2.3. WHY SHOULD WE USE WORKSHOPS FOR PEER ASSESSMENT IN VLE AND ALIGN THEM WITH TEACHING AND LEARNING ACTIVITIES? Textseite
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    3.2.4. Workshops for peer assessment Datei
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    3.2.5. BEST PRACTICE EXAMPLES Textseite
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    3.2.6. VIDEOS Textseite
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    3.2.7. Self-reflection test
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    3.2.8. PRACTICAL ACTIVITY Aufgabe
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    3.2.9. MATERIALS FOR FURTHER READING Textseite
  • 3.3. Rubrics for assessment

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    3.3.1. INTRODUCTION Textseite
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    3.3.2. DEFINITIONS Textseite
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    3.3.3. WHY SHOULD I USE ASSESSMENT RUBRICS? Textseite
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    3.3.4. HOW CAN WE DEVELOP ASSESSMENT RUBRICS IN VLE? Textseite
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    3.3.5. WHAT GOOD PRACTICES ARE IMPORTANT WHEN USING ASSESSMENT RUBRICS IN VLE? Textseite
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    3.3.6. Rubrics for assessment Datei
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    3.3.7. BEST PRACTICE EXAMPLES Textseite
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    3.3.8. VIDEOS Textseite
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    3.3.9. Self-reflection test
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    3.3.10. PRACTICAL ACTIVITY Aufgabe
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    3.3.11. MATERIAL FOR FURTHER READING Textseite
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    3.3.12. ADDITIONAL MATERIAL Link/URL

    Podcast - From Earning to Learning
    

  • 3.4. Portfolios and assessment reports 

    
    

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    3.4.1. INTRODUCTION Textseite
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    3.4.2. DEFINITIONS Textseite
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    3.4.3. PORTFOLIOS - MAIN FEATURES Textseite
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    3.4.4. TYPES OF PORTFOLIO Textseite
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    3.4.5. BENEFITS OF USING PORTFOLIOS Textseite
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    3.4.6. Portfolios and Assessment reports Datei
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    3.4.7. BEST PRACTICE EXAMPLES Textseite
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    3.4.8. Self-reflection test
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    3.4.9. PRACTICAL ACTIVITY Aufgabe
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    3.4.10. MATERIALS FOR FURTHER READING Textseite
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    3.4.11. ADDITIONAL MATERIAL Link/URL

    Podcast - Tea for Teaching - ePortfolios
    

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    3.5. Self-Check List Feedback

• Contacts

  For more information please contact institutional representatives of DigiProf project:
  

  Antonio Moreira (UAVR, Portugal), moreira@ua.pt
  Ana Balula (UAVR, Portugal), balula@ua.pt
  Nilza Costa (UAVR, Portugal), nilzacosta@ua.pt
  Sandra Vasconcelos (UAVR, Portugal), s.vasconcelos@ua.pt
  Teresa Neto  (UAVR, Portugal), teresaneto@ua.pt
  Airina Volungeviciene (VMU, Lithuania),  airina.volungeviciene@vdu.lt
  Rasa Greenspon (VMU, Lithuania), rasa.greenspon@vdu.lt

  
  

• Training material files in editable version (.otd)