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Formative assessment, learning data analytics and gamification : in ICT education /
Discussing the challenges associated with assessing student progress given the explosion of e-learning environments, this book shows educators how to effectively garner intelligent data from online educational environments that combine assessment and gamification. --
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
London, UK :
Academic Press is an imprint of Elsevier,
2016.
|
| Colección: | Intelligent data centric systems.
|
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 245 | 0 | 0 | |a Formative assessment, learning data analytics and gamification : |b in ICT education / |c edited by Santi Caball�e and Robert Claris�o |
| 264 | 1 | |a London, UK : |b Academic Press is an imprint of Elsevier, |c 2016. | |
| 300 | |a 1 online resource. | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 490 | 1 | |a Intelligent data-centric systems | |
| 500 | |a Includes indexes. | ||
| 588 | 0 | |a Online resource; title from PDF title page (ScienceDirecr, viewed June 22, 2016). | |
| 505 | 0 | |a Front Cover; Formative Assessment, Learning Data Analytics and Gamification: In ICT Education; Copyright; Dedication; Contents; List of Contributors; Foreword; References; Preface; Final Words; Part 1: Formative e-Assessment; Chapter 1: Collaborative e-Assessment as a Strategy for Scaffolding Self-Regulated Learning in Higher Education; 1. Introduction; Research Questions; 2. Framework; 2.1. Self-Regulated Learning; 2.2. Alternative Assessment and Formative Feedback; 2.2.1. Self-assessment; 2.2.2. Peer assessment; 2.2.3. Co-assessment; 2.3. Self-Regulated Learning and Formative Assessment. | |
| 505 | 8 | |a 2.4. e-Assessment With Moodle3. The Study; 3.1. Context; 3.2. The Co-Assessment Activity; 4. Methodology; 5. Results and Discussion; 5.1. Students' Questionnaire; 5.2. Content Analysis of the Written Reflections; 5.3. Qualification Outcomes; 6. Conclusions; Acknowledgments; Annex 1. Instructions for the Co-Assessment Task on the Moodle Workshop; References; Chapter 2: Towards an Adaptive e-Assessment System Based on Trustworthiness; 1. Introduction; 2. State of the Art; 2.1. Fundamental Concepts; 2.2. Trust-Based Adaptability; 2.3. Adaptive e-Assessment; 3. Adaptive Trust-Based Model. | |
| 505 | 8 | |a 4. General Adaptive e-Assessment System4.1. Evidential Module; 4.2. Adaptive Module; 5. Adaptive Trust-Based e-Assessment System; 6. Simulation of a Trust-Based Adaptive Assessment System; 7. Discussion and Challenges; 8. Conclusions and Future Work; Acknowledgments; References; Chapter 3: e-Assessment for Skill Acquisition in Online Engineering Education: Challenges and Opportunities; 1. Introduction; 2. e-Assessment; 3. Formative e-Assessment; 4. e-Assessment Models, Systems, and Tools; 4.1. e-Assessment Systems; 5. Challenges and Opportunities in Online Engineering Education. | |
| 505 | 8 | |a 5.1. Skill Acquisition5.2. Feedback; 5.3. Formative Skill Assessment; 6. Conclusions; References; Chapter 4: Evaluation Model for e-Assessment; 1. Introduction; 2. The SURE Model; Step 1. Definition of key goals; Step 2. Definition of sub goals; Step 3. Confirmation of evaluation goals; Step 4. Creation of checklist; Step 5. Acceptance of checklist; Step 6. Data collection; Step 7. Data processing; Step 8. The evaluation report; 3. Theoretical Foundation for Data Processing; 4. Examples for the SURE Model; Example 3. The satisfied students; Example 4. The unsatisfied students. | |
| 505 | 8 | |a Example 5. The gambling students5. A Tool for e-Assessment With the SURE Model; 6. Conclusion; References; Further Reading; Chapter 5: Confidence and Learning: Affective and Cognitive Aspects in Online Mathematics With Automatic Feedback; 1. Introduction; 1.1. Scenario Under Study; 1.1.1. Teaching methodology; 1.1.2. Students; 1.1.3. The teacher; 2. Theoretical Framework; 2.1. Mathematical Confidence; 2.2. Mathematical Learning; 2.3. The Relationship Between Mathematical Confidence and Mathematical Performance; 3. Research Methodology; 3.1. Participants; 3.2. Data Collection and Analysis. | |
| 504 | |a Includes bibliographical references and indexes. | ||
| 520 | |a Discussing the challenges associated with assessing student progress given the explosion of e-learning environments, this book shows educators how to effectively garner intelligent data from online educational environments that combine assessment and gamification. -- |c Edited summary from book. | ||
| 650 | 0 | |a Computer-assisted instruction. | |
| 650 | 0 | |a Intelligent tutoring systems. | |
| 650 | 2 | |a Computer-Assisted Instruction |0 (DNLM)D003194 | |
| 650 | 6 | |a Enseignement assist�e par ordinateur. |0 (CaQQLa)201-0027485 | |
| 650 | 6 | |a Tutoriels. |0 (CaQQLa)201-0176003 | |
| 650 | 7 | |a EDUCATION / Administration / General |2 bisacsh | |
| 650 | 7 | |a EDUCATION / Organizations & Institutions |2 bisacsh | |
| 650 | 7 | |a Computer-assisted instruction |2 fast |0 (OCoLC)fst00872725 | |
| 650 | 7 | |a Intelligent tutoring systems |2 fast |0 (OCoLC)fst00975916 | |
| 700 | 1 | |a Caballe, Santi, |d 1967- |e editor. | |
| 700 | 1 | |a Claris�o, Robert, |e editor. | |
| 776 | 0 | 8 | |i Print version: |z 0128036370 |z 9780128036372 |w (OCoLC)944210044 |
| 830 | 0 | |a Intelligent data centric systems. | |
| 856 | 4 | 0 | |u https://sciencedirect.uam.elogim.com/science/book/9780128036372 |z Texto completo |