Устойчивое развитие: язык, межкультурная коммуникация
Traditional and alternative assessment tools
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COLLECTION of Сonferences XXIV «Akhanov readings» 2021
- Бұл бет үшін навигация:
- Assessment in distance education.
| Traditional and alternative assessment tools. Essays, multiple choice tests, short answers
and true/false tests described as the tools that used in traditional assessment, whereas alternative assessment, also known as authentic assessment include open-ended questions, computer simulations, portfolios, exhibits, hands-on execution of experiments and performances [12]. Assessment in distance education. As mentioned previously assessment is integral part any learning process whether it is face to face or distance instruction. Assessment in online environment may slightly differ from face-to-face instruction. However, there are some important principles that needs to be kept in distance education [11]. In most of the cases strategies that applied in distance education strongly dependent on time, resources and delivery media [13]. Examples of assessment strategies that can be used in distance education include tests that is automatically carried by computer programs, individual projects that can be submitted by email, assessment that depend on contribution of learner in group discussions, term papers, written and oral tests that conduct in the presence of instructor through videoconference [14]. According to Kibby, online learning and assessment should be seen not only within a learner- centered approach, but also within a teacher-centered approach such as management systems. According to her research, distance assessment makes people accountable for their learning, and learners can also take out quick and effective feedback. Distance assessment has more potential than traditional paper-based assessment, it is also very convenient and effective for students and teachers to manage. Kibby, in her work, has identified several solutions to develop distance assessment. Which perspectives for learning are going to be assessed, cognitive (acquisition of knowledge), behavioral (skill development), or humanistic (values and attitudes)? Who is going to make the assessment, the student, their peers, or the instructor? Will assessment strategies be learning experiences in themselves? Is the assessment to be formative (providing feedback during learning) or summative (measuring learning at the end of the process)? Are judgments of performance made against peer standards (norm referenced) or established criteria (criterion referenced)? How can assessment provide a balance between structure and freedom? Will the assessment be authentic, related to real life situations? Will the assessment be integrated, testing a range of knowledge and skills? How can reliability and validity of assessment be assured? According to Meyen[16], there is very little difference between distance learning and traditional education. He proposed methods for evaluating distance education such as literature reviews, collaborative projects, exams, real-time student reports, journal entries and e-portfolio. All these methods were used in the experiment in 1997. He focused on electronic partfolios. The electronic portfolio makes it possible to evaluate both summatively and formatively. It is also very effective in measuring academic and professional skills. жүктеу/скачать 5,1 Mb. Достарыңызбен бөлісу:
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