You are using a new version of the IGI Global website. If you experience a problem, submit a ticket to helpdesk@igi-global.com, and continue your work on the old website.
Technology-Enhanced Formative Assessment Practices in Higher Education

Technology-Enhanced Formative Assessment Practices in Higher Education

Christopher Ewart Dann (University of Southern Queensland, Australia) and Shirley O'Neill (University of Southern Queensland, Australia)
Release Date: July, 2019|Copyright: © 2020 |Pages: 348
ISBN13: 9781799804260|ISBN10: 1799804267|EISBN13: 9781799804277|DOI: 10.4018/978-1-7998-0426-0

Description

Considering the permeation of various mobile and internet technologies into daily life, their extension into the context of learning and work is unsurprising. With a global push in universities to blend and deepen their learning and delivery methods, effective application of mobile and internet technologies is essential for the promotion of student success.

Technology-Enhanced Formative Assessment Practices in Higher Education is a comprehensive scholarly book that aims to explore the current impact of mobile technologies and the use of video capture via mobile devices on the learning and assessment of students in higher education, particularly where practical performance examples of their work are required as evidence of attaining competence. Featuring a wide range of topics such as course development, teacher evaluation, and higher education, this book is ideal for deans, educators, academicians, educational administrators, curriculum developers, researchers, students, and higher education professionals.

Topics Covered

The many academic areas covered in this publication include, but are not limited to:

  • Course Development
  • Dialogic Practices
  • Eye-Tracking Technology
  • Higher Education
  • Learning Assessment
  • Online Courses
  • Self-Regulated Learning
  • Student Empowerment
  • Student Feedback Literacy
  • Teacher Evaluation

Table of Contents and List of Contributors

Search this Book:
Reset

Author(s)/Editor(s) Biography

Shirley O’Neill is Professor of Language and Literacies in the School of Linguistics, Adult and Specialist Education, and the Coordinator of the Applied Linguistics Discipline at the University of Southern Queensland. As an educator in pre-service teacher education she has a special interest in reading and writing, classroom dialogue, building students’ literacy and numeracy capacity and knowledge building. Her research and teaching includes learning and assessment, school improvement, GAMMA pedagogy, ESL/EFL learners, and service learning. She has extensive experience in research and evaluation, assessment and teaching/teacher professional development and has worked in schools in Australia and the UK, and in school review, curriculum and policy development, and student assessment state-wide. Dr O’Neill is founder and co-president of the International Society for Leadership in Pedagogies and Learning, and founder and Editor-in-Chief of the peer reviewed cross-disciplinary International Journal of Pedagogies and Learning. The aim of the journal is to publish high quality research that focuses on the essence of pedagogy and related issues and trends. The society seeks to bring researchers and teachers together to improve pedagogy across sectors and disciplines within an ecological and sustainable development framework.