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

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    Glossary Sözlük

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

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

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

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

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

    
    

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

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

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    2.4.1. INTRODUCTION Sayfa
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    2.4.2. DEFINITIONS Sayfa
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    2.4.3. WHY SHOULD I COLLECT STUDENT FEEDBACK AND REFLECTION IN VLE? Sayfa
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    2.4.4. Collecting student feedback and reflection Dosya
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    2.4.5. BEST PRACTICE EXAMPLES Sayfa
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    2.4.6. Self-reflection test Sınav
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    2.4.7. PRACTICAL TASK Ödev
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    2.4.8. MATERIALS FOR FURTHER READING Sayfa
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    2.5. Self-Check List Anket (Geri bildirim)

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

    
    

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    3.2.1. INTRODUCTION Sayfa
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    3.2.2. DEFINITIONS Sayfa
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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? Sayfa
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    3.2.4. Workshops for peer assessment Dosya
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    3.2.5. BEST PRACTICE EXAMPLES Sayfa
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    3.2.6. VIDEOS Sayfa
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    3.2.7. Self-reflection test Sınav
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    3.2.8. PRACTICAL ACTIVITY Ödev
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    3.2.9. MATERIALS FOR FURTHER READING Sayfa
  • 3.3. Rubrics for assessment

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

    Podcast - From Earning to Learning
    

  • 3.4. Portfolios and assessment reports 

    
    

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

    Podcast - Tea for Teaching - ePortfolios
    

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    3.5. Self-Check List Anket (Geri bildirim)

• 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)