Student Assessment in Digital and Hybrid Learning Environments (Doing Higher Education)

✍ Scribed by Sandra Hummel (editor), Mana-Teresa Donner (editor)

• Publisher: Springer VS
• Year: 2023
• Tongue: English
• Leaves: 320
• Category: Library

✦ Synopsis

Assessment is a fundamental factor in monitoring the learning process of students and therefore an essential component of effective teaching and learning in the online environment. In the course of the (corona-induced) wave of digitization, the new and different forms of assessment present us with new challenges. The book focuses on these new forms of digital assessments and highlights challenges, effective practices and opportunities associated with conducting assessments in digital and hybrid learning environments.

✦ Table of Contents

Contents
Editors and Contributors
About the Editors
Contributors
Introduction
References
Part I General Approaches to Assessments in Digital and Hybrid Environments
Experiences and Critical Reflection on Online-Assessment with Excel Case Studies – Review on a Successful Online-Assessment Practice as Well as the Adaptation to a Remote Setting Due to the COVID-19 Pandemic
1 Introduction
2 Didactic Concept and Literature
2.1 Constructive Alignment
2.2 Focus on Practical Skills
2.3 Fairness in Correction Through Automation
3 On-Site Online-Assessment Using Managed Devices
3.1 Online-Assessment Environments at the University of Zurich
3.2 Case Studies in Excel and Question Types
3.3 Consequential Errors
3.4 Automated Grading
4 Personalised Remote Online-Assessment (with BYOD)
4.1 Prevention of Cheating
4.2 Detection of Cheating
5 Reflection on the Student’s Perspective
5.1 Student Feedback on On-Site Online-Assessment Using Managed Devices
5.2 Student Feedback on Personalised Remote Online-Assessments (with BYOD)
6 Critical Reflection and Discussion
7 Conclusion
References
E-Examinations@Home: Adapting Large-Scale Digital Assessments for Remote Environments
1 Introduction
2 E-Examinations@Home: A Concept in Practice
2.1 Assessment Preparation
2.2 Conducting the Assessment
2.3 After the Assessment
3 Transforming Digital Assessments for Remote Settings – Key Areas
3.1 Analytical Categories
3.2 Assessment Literacy
3.3 Assessment Technologies
3.4 Logistics and Organisation
3.5 Legal Reliability
4 Making a Virtue of Necessity? Remaining Challenges and Unresolved Issues
References
Student Feedback in Hybrid/Online Teaching: Relevance, Approaches and Practices
1 Introduction
2 Evaluation, Feedback and the Shift from Teaching to Learning in Higher Education
2.1 What is Feedback?
2.2 What is Evaluation?
2.3 How is Evaluation Regulated?
2.4 What Are the Advantages of Feedback Over Evaluation?
3 Feedback in Hybrid/Online Teaching Scenarios
3.1 WHAT to Preconceive Before Initiating Student Feedback Processes?
3.2 WHY Initiate Student Feedback Processes?
3.3 HOW to Initiate Student Feedback Processes?
3.4 WHEN to Initiate Student Feedback Processes?
4 Possible Feedback Questions
5 Conclusion and Implications
References
Digitalisation of Examination Formats in Higher Education Corona-Related Changes
1 Introduction
2 Research Design
3 Results
3.1 Examination Format
3.2 Exam Questions
3.3 Examination Strategies
3.4 Communication with Students
3.5 Achievements in Online Examinations
4 Summary
References
Developing Questions for Digital Assessments – Approaches and Reflections from a Didactical Point of View
1 Introduction
2 Planning Digital Exams: Determining Factors
3 Digital Exams – Methods and Approaches
3.1 Type 1: Advisory Assessments
3.2 Type 2: Diagnostic Assessments
3.3 Type 3: Formative Assessments
3.4 Type 4: Summative Assessments
3.5 Type 5: Quality Assurance Assessments
3.6 Different Scenarios for Digital Exams
4 Didactical Considerations for Formulating Digital Exam Questions
4.1 The Biggs Model of Constructive Alignment
4.2 Find and Set Learning Objectives as the Basis for Formulating Examination Questions
4.3 Derive Exam Questions from Defined Learning Objectives
4.4 Develop Exam Questions for the Digital Context
5 Challenges and Open Questions
5.1 Rethink Exam Settings in Universities and Higher Education Institutions
5.2 Consider Solutions for Data Security Issues
5.3 More Empirical Research on Digital Learning Methods and Digital Exam Settings
5.4 Foster Diversity in (Digital) Exam Settings
References
Trust and Cheating: From Assessment Literacy to a Literacy of Practice for Digital Remote Assessments
1 Introduction
1.1 From Assessment Literacy to a Literacy of Practice for Digital Assessments
1.2 Academic Integrity: Current Findings of Misconduct in Digital Remote Assessments During the Coronavirus Pandemic
2 Comparison and Implementation
2.1 Digital On-Campus and Digital Remote Assessments Conditions, Measures, and Procedures
2.2 Evaluating Measures for Quality Assurance Within Digital Remote Assessments
3 Conclusion and Outlook
References
Online Assessment from a Broader Perspective with Practical Applications
1 Introduction
2 Theoretical Approaches
3 Suggested Designs for Specific Fields
3.1 Case 1: Online Assessment Methods and Techniques that Can Be Used in the Field of Education
3.2 Case 2: Online Assessment Methods and Techniques that Can Be Used in the Field of Medical Education
3.3 Case 3: Online Assessment Methods and Techniques that Can Be Used in the Field of Legal Education
4 Conclusion and Implications
References
Support Measures for Students Before and During Written Online Distance Exams: The Case of Vienna University of Economics and Business (WU)
1 Introduction
2 Written Online Distance Exams at WU
2.1 Online Exam Environments
2.2 Online Exams
2.3 Administration of Written Online Distance Exams
3 Support Measures for Online Exams with a Focus on Students
3.1 Autonomous Self-preparation
3.2 Calming Measures
3.3 Compensation for Disadvantages
4 Conclusion
References
E-Assessment of Mathematics and Statistics in Biomedical Sciences
1 Introduction
2 The Scenario for E-Assessment in the Statistics Module
3 The Scenario for E-Assessment in the Mathematics Module
4 Design of E-Assessment Based on TPACK
5 Discussion and Conclusion
References
Is Anonymous Aggregated Peer-Evaluation as a Learning Activity Feasible to Identify Differences in Dentistry Students’ Clinical Reasoning Performance?
1 Introduction
1.1 Feasibility of Peer-Evaluation in Medical Training
1.2 Overcoming Barriers to Implement Peer-Evaluation
2 Aggregated Peer-Evaluation: Online Tools and Procedures
3 Feasibility of Online Peer-Evaluation in Clinical Reasoning Tasks
3.1 Piloting the Learning Scenario
3.2 Does Aggregated Peer-Evaluation Replicate Performance Differences?
4 Conclusions and Implications
References
Part II Exam Formats
Peer Assessment in MOOC of Students Performance with Paragogy Framework: Evidence: Higher Education Institutions in Indonesia
1 Introduction
2 Literature Review
2.1 Theory Peer of Learning
2.2 Applying the Integrated Peer Assessment to MOOC
3 Method
3.1 Data Resources and Analysis
4 Results
5 Conclusions
References
Formative Assessment of E-Service Learning Using Learning Diaries and Group Reflections
1 Introduction
2 Theoretical Approach
2.1 Specificities of e-Service Learning
2.2 Assessing Service Learning Courses
2.3 The e-Service Learning Course
3 Methodology
4 Main Findings
4.1 Weekly Learning Diaries
4.2 Online Focus Group Discussions
4.3 Online Presentations
5 Conclusions and Implications
References
Validity and Fairness of an Admission Examination Using a Study-Related Learning Test
1 Introduction
1.1 Self-regulated Learning: A Core Factor for Learning Success
1.2 Admission Procedures at Universities
2 Method
2.1 Participants
2.2 Procedure and Material
3 Results
3.1 Comparison of the Four Waves
3.2 Fairness
3.3 Validity
4 Conclusion and Implications
References