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A Web Browser Interface to Manage the Searching 普通类
Guest Editorial – Innovations in Designing Mobile Learning Applications
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The 3P Learning Model 普通类
Guest Editorial – Innovations in Designing Mobile Learning Applications
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Facilitating Preservice Teachers' Development 普通类
Guest Editorial – Innovations in Designing Mobile Learning Applications
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An Inquiry-based Mobile Learning Approach 普通类
Guest Editorial – Innovations in Designing Mobile Learning Applications
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Developing a Cross-media System 普通类
Guest Editorial – Innovations in Designing Mobile Learning Applications
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Social Knowledge Awareness Map 普通类
Guest Editorial – Innovations in Designing Mobile Learning Applications
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Students' Personal and Social Meaning Making 普通类
Guest Editorial – Innovations in Designing Mobile Learning Applications
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Learning Cultures on the Move 普通类
Guest Editorial – Innovations in Designing Mobile Learning Applications
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Guest Editorial – One-to-One Learning 普通类
Guest Editorial – Innovations in Designing Mobile Learning Applications
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e is for exploration Assessing hard-to-measure 普通类
The focus of this paper is on the use of e-technologies to enable higher education to better assess aspects of learning that have proved difficult to assess using more conventional means. Higher education describes the knowledge and abilities it intends its graduates to have acquired before graduation, and it has a wide range of approaches to assess these. Higher education also seeks affective outcomes in the form of values, attitudes, behaviours and related attributes or dispositions, and these have consistently proved more difficult to assess by examination or assignment. After graduation, however, graduates are often assessed within the professions via portfolios, interview and peer or expert review. Assessment may focus on teamwork and networking skills, productivity, creativity and values fit to the profession. How can e-technologies help with these forms of assessment? This paper reviews some of the e-based approaches and explorations that have supported or could support assessment of affective attributes. At each stage, the paper seeks to establish the common elements of assessment in the different regimes and how e-assessment contributes, or may contribute in the future. The paper concludes that many of the strengths of e-assessment lend themselves to an evaluation paradigm rather than to conventional assessment for intended learning outcomes.