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所在平台: Coursera |
课程主页: https://www.coursera.org/learn/assessmentforlearning
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课程名称：学习评估 课程概述：近年来，评估已成为教育领域日益紧迫的优先事项。教师和学校的问责体系越来越依赖对大型标准化总结性评估的分析，因此，评估在关于教育改革的讨论中占据了主导地位，尤其是在衡量教师和学校对学习者表现的问责制方面。围绕这一问题的激烈争论，反映了不同人口统计群体学生之间成就差距的真实挑战。因此，急需帮助整个社区和学生群体摆脱持续的低成就循环。尽管测试和公共报告被视为向政策制定者和社区清晰传达资源使用情况的少数有效工具之一，但也引发了许多争议。该课程旨在概述当前有关测试的辩论，并分析各种评估方法的优缺点。课程还重点探讨评估技术在学习中的应用，包括计算机自适应测试、自然语言处理技术及数字和在线课程中的嵌入式形成性评估，同时讨论学习管理系统和教育技术平台中的数据挖掘和学习分析系统。参与者还需要考虑数据访问、隐私及“大数据”带来的挑战，如数据持久性和学生画像等问题。 推荐背景：本课程适合对教育未来和“学习型社会”感兴趣的人群，包括有意从事教育行业者、希望探索这一正在转型的职业的在职教师，以及将使命视为一部分“教育性”的社区和职场领导者。 相关资源：额外的在线资源可以在此处找到：https://newlearningonline.com 参加伊利诺伊大学学分课程：本课程与伊利诺伊大学教育学院学习设计与领导力项目中的e-Learning Ecologies课程相同，并期望学生具备相同的参与程度。尽管许多人可能只是观看视频并参与讨论，但任何层次的参与都是积极的参与。 学习设计与领导力系列MOOCs：该课程是由Bill Cope和Mary Kalantzis为伊利诺伊大学学习设计与领导力项目创建的八个MOOC系列之一。如果您发现此MOOC有帮助，请参加其他课程！ 本课程涵盖以下模块： 1. 课程导向与智力测试：概述当前关于测试的辩论，分析评估的多种方法，并探讨评估技术在学习中的应用。 2. 评估的种类：探讨“标准”在测试理论与实践中的不同含义，以及标准化评估的使用。 3. 数字时代的新评估：讲述计算机介导评估的高效性，以及学习分析技术的新机遇。 4. 教育数据挖掘与评估：分析用于评估、评估和研究的教育数据挖掘技术，并讨论评估过程的更广泛内涵。 欲了解更多信息或申请学分课程，请访问相关链接。
Name:Course Orientation + Intelligence Tests
Description: This course is an overview of current debates about testing, and analyses of the strengths and weaknesses of a variety of approaches to assessment. The module also focuses on the use of assessment technologies in learning. It will explore recent advances in computer adaptive and diagnostic testing, the use of natural language processing technologies in assessments, and embedded formative assessments in digital and online curricula. Other topics include the use of data mining and learning analytics in learning management systems and educational technology platforms. The module also considers issues of data access, privacy, and the challenges raised by ‘big data’ including data persistency and student profiling. A final section addresses the processes of educational evaluation. Video presenters include Mary Kalantzis, Bill Cope, Luc Paquette, and Jennifer Greene.
Name:Kinds of Assessments
Description:The word "standard" is used in two quite different ways in testing theory and practice: to create a common measure of learning in "standardized assessments"; and the generalized and measurable objectives of learning. Sometimes standardized assessments are used to determine the outcomes of standards-based education, but often not. Standards-based assessment can also be criterion-referenced, and self-referenced.
Name:New Assessments in the Digital Age
Description:Computer-mediated assessments can be used to mechanize, and so make more efficient, traditional select-and-supply response assessments. However, new opportunities also present themselves in the form of technologies and assessment processes called "learning analytics."
Name:Educational Data Mining + Evaluation
Description:In this module, Luc Paquette discusses educational data mining – a new generation of techniques with which to analyze student learning for the purposes of assessment, evaluation, and research. Finally, Jennifer Greene explores theories and practices of evaluation. Assessment data may be used to support evaluations, however evaluation is a considerably broader process.
For several decades now, assessment has become an increasingly pressing educational priority. Teacher and school accountability systems have come to be based on analysis of large-scale, standardized summative assessments. As a consequence, assessment now dominates most conversations about reform, particularly as a measure of teacher and school accountability for learner performance. Behind the often heated and at times ideologically gridlocked debate is a genuine challenge to address gaps in achievement between different demographically identifiable groups of students. There is an urgent need to lift whole communities and cohorts of students out of cycles of underachievement. For better or for worse, testing and public reporting of achievement is seen to be one of the few tools capable of clearly informing public policy makers and communities alike about how their resources are being used to expand the life opportunities for their children. This course is an overview of current debates about testing, and analyses the strengths and weaknesses of a variety of approaches to assessment. The course also focuses on the use of assessment technologies in learning. It will explore recent advances in computer adaptive and diagnostic testing, the use of natural language processing technologies in assessments, and embedded formative assessments in digital and online curricula. Other topics include the use of data mining and learning analytics systems in learning management systems and educational technology platforms. Participants will be required to consider issues of data access, privacy and the challenges raised by ‘big data’ including data persistency and student profiling. -------------------------------- Recommended Background -------------------------------- This course is designed for people interested in the future of education and the "learning society," including people who may wish to join education as a profession, practicing teachers interested in exploring future directions for a vocation that is currently undergoing transformation, and community and workplace leaders who regard their mission to be in part "educative." -------------------------------- Related Resources -------------------------------- Additional online resources are available here: https://newlearningonline.com -------------------------------- Take this Course for Credit at the University of Illinois -------------------------------- This course has the same content and anticipates the same level of contribution by students in the e-Learning Ecologies course offered to graduate certificate, masters, and doctoral level students in the Learning Design and Leadership Program in the College of Education at the University of Illinois. Of course, in the nature of MOOCs many people will just want to view the videos and casually join some of the discussions. Some people say that these limited kinds of participation offer evidence that MOOCs suffer from low retention rates. Far from it – we say that any level of engagement is good engagement. On the other hand, if you would like to take this course for credit at the University of Illinois, you will find more information about our program here: https://newlearningonline.com/kalantzis-and-cope/learning-design-and-leadership-program And you can apply here: https://education.illinois.edu/epol/programs-degrees/ldl -------------------------------- The Learning Design and Leadership Series of MOOCs -------------------------------- This course is one of a series of eight MOOCs created by Bill Cope and Mary Kalantzis for the Learning Design and Leadership program at the University of Illinois. If you find this MOOC helpful, please join us in others! e-Learning Ecologies: Innovative Approaches to Teaching and Learning for the Digital Age https://www.coursera.org/learn/elearning New Learning: Principles and Patterns of Pedagogy https://www.coursera.org/learn/newlearning Assessment for Learning https://www.coursera.org/learn/assessmentforlearning Learning, Knowledge, and Human Development https://www.coursera.org/learn/learning-knowledge-human-development Ubiquitous Learning and Instructional Technologies https://www.coursera.org/learn/ubiquitouslearning Negotiating Learner Differences: Towards Productive Diversity in Learning https://www.coursera.org/learn/learnerdifferences Literacy Teaching and Learning: Aims, Approaches and Pedagogies https://www.coursera.org/learn/literacy-teaching-learning Multimodal Literacies: Communication and Learning in the Era of Digital Media https://www.coursera.org/learn/multimodal-literacies
