Designing assessment in a digital world: an organising framework

Bearman, Margaret; Nieminen, Juuso Henrik; Ajjawi, Rola

doi:10.1080/02602938.2022.2069674

Cited by 49 publications

(43 citation statements)

References 44 publications

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“…AI can also be used for assessment and grading in e-learning. AI-supported assessment tools such as multiplechoice test graders and composition scoring software can automatically grade student submissions, allowing teachers to save time and effort and focus on providing personalized feedback and support (Bearman, Nieminen, and Ajjawi, 2022). AI-supported grading can also provide more objective and consistent grading, reducing the potential for bias and error.…”

Section: Using Artificial Intelligence In E-learningmentioning

confidence: 99%

Integrating AI Applications into Learning Management Systems to Enhance e-Learning

Fırat

2023

ITALL

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Artificial intelligence technologies have the potential to greatly enhance the organization of learning management systems and online learning experiences. In particular, the public release of OpenAI's GPT-3 model in December 2022 has given society a chance to learn more about the current status of artificial intelligence. There have been much research on the use of artificial intelligence in e-learning processes, but very few of them demonstrate how to integrate these applications step-by-step and with examples into learning management systems. This study intends to close this gap by demonstrating how artificial intelligence technologies are integrated into learning management systems using real-world examples. This study provides examples of practical applications as well as integration steps. Finally, GPT-3 plugins for Moodle are examined and sample JavaScript code is included for integrating Chat GPT into Moodle. By presenting a useful guide for integrating artificial intelligence technology into learning management systems, this work adds to the body of literature.

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Section: Using Artificial Intelligence In E-learningmentioning

confidence: 99%

Integrating AI Applications into Learning Management Systems to Enhance e-Learning

Fırat

2023

ITALL

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“…Virtual exchange means an international educational collaboration that is actualised by digital communication tools [2]. Improving students' digital literacies in higher education refers to the method in which teachers intentionally involve educational technology in their teaching and in students' learning activities in order to improve students' competences in using technology and critically assess online sources [3].…”

Section: Theoretical Frameworkmentioning

confidence: 99%

A Virtual Exchange Project Enhances Digital Literacies and Intercultural Competence

Korkealehto¹

2022

EDULEARN Proceedings

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This practical report presents a virtual exchange project between two higher education institutions, one in New Zealand and the other in Finland. In both countries, the students are intermediate learners of German, they use a closed Facebook group to post about given topics which are part of their final assessment. To receive full marks for the assignment, the students need to upload five posts, comment on other students' posts and make a joint presentation. The posts were a combination of video uploads, audio recordings, online sites, photos and text.The study seeks to answer the questions of how students perceive the collaboration using Facebook group and does the multimodal approach help the students to develop their digital literacies and intercultural competence. The theoretical framework applied is multimodality and virtual exchange. Further, language learning and intercultural competence are viewed through socio-cultural and ecological language learning approaches.The data collected for the study includes a mixed-methods approach with pre-and post-questionnaires, semi-structured interviews and Facebook logs. The qualitative data were analysed via content analysis method and the quantitative data via basic statistical methods.The preliminary findings indicate that the multimodal collaboration in Facebook leads to genuine discussions and through them enhances students' digital literacies as well as intercultural competence development.

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“…Such a framework is anchored from Gulikers' et al . ideas resulted (2004) in A five-dimensional framework (5DF), including (1) the assessment task(s), (2) the physical context in which the assessment takes place, (3) the social context of the assessment, (4) the result or form that defines the output of the assessment and (5) the assessment criteria (Ajjawi et al ., 2020; Bearman et al ., 2022; Thurab-Nkhosi et al. , 2018; Ozan, 2019; Villarroel et al ., 2018, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Nowadays, the use of the Internet and social networks for learning is becoming common so the application of technology can provide a useful platform for the implementation of authentic assessments (Jopp, 2020; Knight and Drysdale, 2020), and most importantly it can mediate students to experience effective and efficient learning as well as assessment which integrates theory and practice. Additionally, in this digital age online learning became more and more popular as an alternative to mediate students' learning which includes assessing students' learning progress in higher education context through e-assessment or digital assessment (Bearman et al ., 2022). E-assessment has also been regarded to play a pivotal role to boost students' learning interest (Kundu and Bej, 2021).…”

Section: Introductionmentioning

confidence: 99%

Lecturers' perceptions of authentic assessment in times of COVID-19 pandemic: a case of Indonesian universities

Ibrahim

Malik

Avianti

2022

JARHE

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PurposeThe present study aims to provide a better understanding of authentic assessment in the COVID-19 pandemic era by exploring how Indonesian lecturers perceive authentic assessment in terms of input, process and output. It also examines the issue through the theoretical lens of authentic assessment following the tenet of a five-dimensional framework (5DF) including assessment task, physical context, social context, assessment result and standard authentic criteria.Design/methodology/approachThe study employed an exploratory sequential mixed-methods design to garner data through qualitative interviews and authentic assessment questionnaires in which 48 lecturers from four universities were involved.FindingsThe study gleaned two important findings. The qualitative data showed that the university teachers enacted the cognitive assessment fruitfully. The study shows that lecturer participants experienced difficulties in integrating cognitive, psychomotor and affective domains into authentic assessment tasks during the teaching and learning process. Additionally, the results of quantitative data support the qualitative data that lecturer participants faced challenges (asking students to demonstrate or perform the tasks) in implementing both social and physical contexts in authentic assessment tasks of online learning during COVID-19 pandemic.Research limitations/implicationsThe present study addresses practical and conceptual implications. Practically, it suggests the need to facilitate the development of lecturers' technological skills to design online authentic assessment in higher education that responds to fully online assessment, such as the prevalence of COVID-19 pandemic. Meanwhile, the study suggests that lecturers need to build their understanding of 5DF theoretical lens which include assessment tasks, physical contexts, social contexts, assessment result and standard authentic criteria to enhance their literacy in enacting authentic assessment.Originality/valueAlthough many studies have investigated the implementation of authentic assessment in higher education, only a few have examined how lecturers perceived online authentic assessment during the COVID-19 pandemic. The present study contributes to developing conceptual and empirical evidence regarding lecturers' perception of the implementation of authentic assessment based on 5DF theoretical lens in higher education settings during the pandemic of COVID-19.

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Designing assessment in a digital world: an organising framework

Cited by 49 publications

References 44 publications

Integrating AI Applications into Learning Management Systems to Enhance e-Learning

Integrating AI Applications into Learning Management Systems to Enhance e-Learning

A Virtual Exchange Project Enhances Digital Literacies and Intercultural Competence

Lecturers' perceptions of authentic assessment in times of COVID-19 pandemic: a case of Indonesian universities

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