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assessment is included as keyword or extra keyword in 0 datasets, 1 tools and 31 publications.
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|Tool||Operating System(s)||Language(s)||Programming language(s)||License||Description||Image|
|AssessMediaWiki||Cross-platform||Spanish||PHP||AssessMediaWiki is an open-source web application that, connected to a MediaWiki installation, supports for hetero, self and peer to peer assessment procedures, whilst keeps track of compiled assessment data. Thus supervisors can obtain reports to help assessing students.|
|Title||Author(s)||Published in||Language||DateThis property is a special property in this wiki.||Abstract||R||C|
|An evaluation framework for cross-lingual link discovery||Tang L.-X.
|Information Processing and Management||English||2014||Cross-Lingual Link Discovery (CLLD) is a new problem in Information Retrieval. The aim is to automatically identify meaningful and relevant hypertext links between documents in different languages. This is particularly helpful in knowledge discovery if a multi-lingual knowledge base is sparse in one language or another, or the topical coverage in each language is different; such is the case with Wikipedia. Techniques for identifying new and topically relevant cross-lingual links are a current topic of interest at NTCIR where the CrossLink task has been running since the 2011 NTCIR-9. This paper presents the evaluation framework for benchmarking algorithms for cross-lingual link discovery evaluated in the context of NTCIR-9. This framework includes topics, document collections, assessments, metrics, and a toolkit for pooling, assessment, and evaluation. The assessments are further divided into two separate sets: manual assessments performed by human assessors; and automatic assessments based on links extracted from Wikipedia itself. Using this framework we show that manual assessment is more robust than automatic assessment in the context of cross-lingual link discovery.||0||0|
|A wiki-based assessment system towards social-empowered collaborative learning environment||Kao B.C.
|Lecture Notes in Electrical Engineering||English||2013||The social network has been a very popular research area in the recent years. Lot of people at least have one or more social network account and use it keep in touch with other people on the internet and build own small social network. Thus, the effect and the strength of social network is a very deep and worth to figure out the information delivery path and apply to digital learning area. In this age of web 2.0, sharing knowledge is the main stream of the internet activity, everyone on the internet share and exchanges the information and knowledge every day, and starts to collaborate with other users to build specific knowledge domain in the knowledge database website like Wikipedia. This learning behavior also called co-writing or collaborative learning. This learning strategy brings the new way of the future distance learning. But it is hard to evaluate the performance in the co-writing learning activity, researchers still continue to find out more accurate method which can measure and normalize the learner's performance, provide the result to the teacher, assess the student learning performance in social dimension. As our Lab's previous research, there are several technologies proposed in distance learning area. Based on these background generation, we build a wiki-based website, provide past exam question to examinees, help them to collect all of the target college or license exam resource, moreover, examinees can deploy the question on the own social network, discuss with friends, co-resolve the questions and this system will collect the path of these discussions and analyze the information, improve the collaborative learning assessment efficiency research in social learning field.||0||0|
|Students' digital strategies and shortcuts||Blikstad-Balas M.
|Nordic Journal of Digital Literacy||English||2013||When the classroom is connected to the Internet, the number of possible sources of information is almost infinite. Nevertheless, students tend to systematically favor the online encyclopedia Wikipedia as a source for knowledge. The present study combines quantitative and qualitative data to investigate the role Wikipedia plays in the literacy practices of students working on school tasks. It also discusses how different tasks lead to different strategies.||0||0|
|Students’ Digital Strategies and Shortcuts – Searching for Answers on Wikipedia as a Core Literacy Practice in Upper Secondary School||Marte Blikstad-Balas & Rita Hvistendahl||(Nordic Journal of Digital Literacy. 2013 , issue 01/02:32-48) ISSN: 1891-943X||2013||ABSTRACT:When the classroom is connected to the Internet, the number of possible sources of information is almost infinite. Nevertheless, students tend to systematically favor the online encyclopedia Wikipedia as a source for knowledge. The present study combines quantitative and qualitative data to investigate the role Wikipedia plays in the literacy practices of students working on school tasks. It also discusses how different tasks lead to different strategies.||0||0|
|Wikifolios and participatory assessment for engagement, understanding, and achievement in online courses||Hickey D.T.
|Journal of Educational Multimedia and Hypermedia||English||2013||This paper presents new insights from ongoing design-based research of graduate-level online courses in a school of education. This research has been refining the use of widely available wikis and online assessment tools to deliver broad learning outcomes. The research started with a general goal that reflects current situative theories of instruction and assessment, and resulted in five general design principles and course features used to enact those principles. Reflecting the first two principles, each student articulates the relative relevance of chapter concepts for a personally meaningful problem context and then engages threaded discussions within and across networking groups via comments placed directly on wikifolios. Reflecting the third principle, wikifolios and comments are not directly graded; rather, they are evaluated using student reflections placed directly in their wikifolio. Reflecting the fourth and fifth principles, conceptual understanding and aggregated achievement are discreetly assessed with timed exams using conventional items. Examples and learning outcomes from two recent courses are presented.||0||0|
|Wikis as Platforms for Authentic Assessment||Eddy P.L.
|Innovative Higher Education||English||2013||Calls for accountability focus attention on assessment of student learning. Authentic assessment involves evaluating student learning as students perform real world tasks. We present a four-stage conceptual framework for authentic assessment. We argue first that evaluation is a process rather than a static one-time event. Second, authentic assessment involves evaluating experiential learning. Third, multiple evaluators assess student work, including self-assessment or review by a public audience. Finally, authentic assessments offer more learner choice. Wikis, as user-friendly web spaces that support easy web authoring for individuals or for collaborative groups, provide a platform for both student learning and authentic assessment.||0||0|
|Process, product, and potential: The archaeological assessment of collaborative, wiki-based student projects in the technical communication classroom||Barton M.D.
|Technical Communication Quarterly||English||2012||Wikis enable large, diverse groups of writers to effectively collaborate online. Although Wikipedia is the best-known wiki, businesses are increasingly using wikis to build documents and resources for internal use. Although many teachers of technical communication are interested in integrating wikis into their syllabi, assessment is difficult. Assessments based on traditional assignments fail because they do not focus on the social nature of wikis. This article introduces an "archaeological" assessment framework focused on this discourse.||0||0|
|Sharing an Assessment Ecology: Digital Media, wikis, and the Social Work of Knowledge||Manion C.E.
|Technical Communication Quarterly||English||2012||Through a retrospective examination of three case studies, this article argues for an open, contextualized approach to evaluating student learning using wikis. First, the project should be grounded in habits of thought appropriate for the field. Next, the class activity should give students the responsibility for putting these habits into practice. Finally, assessment should be distributed among a range of stakeholders and should be contextualized to give value to students' work beyond the classroom.||0||0|
|Tool-supported assessment of wiki-based assignments||Kubincova Z.
|CSEDU 2012 - Proceedings of the 4th International Conference on Computer Supported Education||English||2012||Integrating wiki-based activities into education encourages development of students' competencies that are important for their future professional life. As wikis support social learning and interaction, when working with them students learn to cooperate, plan and organize collaborative tasks, create concepts, express ideas, etc. Many teachers recognize undeniable benefits of a wiki in learning and try to involve it in their teaching. Since wikis were developed for collaborative work but not for use in education, they typically do not include proper tools for tracking and assessing the students' activities, which makes the evaluation difficult for the teacher. In this paper we present a tracking and assessment tool, which we have proposed and developed and report on our experience with evaluation of wiki-based assignments using this tool as well. Since the evaluation of wiki-based assignments is a nontrivial problem not only from the technical point of view but also from the point of methodology, the assessment methodology is also discussed here.||0||0|
|Using a wiki-based past exam system to assist co-writing learning assessment with social network||Kao B.C.
|Lecture Notes in Electrical Engineering||English||2012||The social network has been a very popular research area in the recent years. Lot of people at least have one or more social network account and use it keep in touch with other people on the internet and build own small social network. Thus, the effect and the strength of social network is a very deep and worth to figure out the information delivery path and apply to digital learning area. In this age of web 2.0, sharing knowledge is the main stream of the internet activity, everyone on the internet share and exchanges the information and knowledge every day, and starts to collaborate with other users to build specific knowledge domain in the knowledge database website like Wikipedia. This learning behavior also called co-writing or collaborative learning. This learning strategy brings the new way of the future distance learning. But it is hard to evaluate the performance in the co-writing learning activity, researchers still continue to find out more accurate method which can measure and normalize the learner's performance, provide the result to the teacher, assess the student learning performance in social dimension. As our Lab's previous research, there are several technologies proposed in distance learning area. Based on these background generation, we build a wiki-based website, provide past exam question to examinees, help them to collect all of the target college or license exam resource, moreover, examinees can deploy the question on the own social network, discuss with friends, co-resolve the questions and this system will collect the path of these discussions and analyze the information, improve the collaborative learning assessment efficiency research in social learning field.||0||0|
|Visualisation of trajectories of participation in a wiki: A basis for feedback and assessment?||Rasmussen I.
|Nordic Journal of Digital Literacy||English||2012||Learning from digital resources requires different competences compared to learning from textbooks. Such competences cannot be fostered without support; social and material. However, assessment of such practices is not well accounted for. We analyse data from a four year intervention study where teachers and researchers collaborated in developing a wiki to afford relevant tasks and assessment of students' activities. Our findings show that material tools may afford and make visible ideas for future assessment practices, but that such practices have not materialized beyond 'what might be'.||0||0|
|Wikis as individual student learning tools: The limitations of technology||Allen M.
|International Journal of Information and Communication Technology Education||English||2012||This paper presents research into the attitudes and behaviours of students using wikis for individual writing tasks. The wiki-based assignment differs from the use of wikis normally researched because it was an individual task, not involving collaborative writing. This activity provides an excellent opportunity to learn more about how wikis are actually used by students in higher education. The research finds there is no compelling evidence that the wiki on its own improves performance over and above the general aptitude of students. It also finds that students generally did not utilise the wikis for high-intensity editing and revision. However, students did report that the wiki was valuable as a way of aiding them to review and develop their ideas. We conclude that using wikis for individual writing tasks can, where appropriate active instructions are given to support development of cognitive abilities, lead to improved outcomes for students. Copyright||0||0|
|Accuracy and completeness of drug information in Wikipedia: an assessment||Natalie Kupferberg
Bridget McCrate Protus
|Journal of the Medical Library Association||English||October 2011||8||2|
|Assessment methods in the course on academic writing||Klimova B.F.||Procedia - Social and Behavioral Sciences||English||2011||The article focuses on the assessment of the productive skill of writing in the classes of academic writing at the Faculty of Informatics and Management of the University of Hradec Kralove, Czech Republic. Firstly, it briefly describes an optional, one-semestr course of academic writing and its specifics. Secondly, the article provides a definition of the assessment and its categories for the purpose of understanding different assessment practices. Thirdly, it lists the most common assessment methods used in the course with their benefits and drawbacks. Finally, students' evaluation of the course and reflections on their writing achievements are introduced.||0||0|
|Assessments in large- and small-scale wiki collaborative learning environments: Recommendations for educators and wiki designers||Portia Pusey
|Lecture Notes in Computer Science||English||2011||This paper discusses assessment practice when wikis are used as learning environments in higher education. Wikis are simple online information systems which often serve user communities. In higher education, wikis have been used in a supporting function to traditional courses; however, there is little research on wikis taking on a larger role as learning environments and even less research on assessment practice for these learning environments. This paper reports on the assessment techniques for large- and small scale- learning environments. It explores the barriers to assessment described in the studies. The paper concludes with a proposal of five improvements to the wiki engine which could facilitate assessment when wikis are used as learning environments in higher education.||0||0|
|Assessments in large- and small-scale wiki collaborative learning environments: recommendations for educators and wiki designers||Portia Pusey
|Curriculum-guided crowd-sourcing of assessments for primary schools in a developing country||Zualkernan I.A.
|Proceedings of the 2011 11th IEEE International Conference on Advanced Learning Technologies, ICALT 2011||English||2011||Success of Wikipedia has opened a number of possibilities for crowd sourcing knowledge. However, not all crowd sourcing initiatives are successful. This paper presents a preliminary study to determine if teachers in a developing country are able to create quality multiple-choice questions for primary school students. In addition, an adoption model is developed and evaluated to ascertain if the teachers would actually contribute to such a Wiki. Results are that a reasonable number of teachers are able to formulate quality questions in Science and English and that there is a strong intention to use such a system. However, there is no obvious relationship between the intention to use and an ability to pose good assessments.||0||0|
|Open versus closed forms of knowledge assessment in a blended learning ecosystem||Purg P.||Journal of Teacher Education for Sustainability||English||2011||The article investigates whether two opposite assessment methods, open wiki (online text-and-media collaboration) and closed multiple-choice test, can together assure a balanced addressing of the learner both as an information processor and a social entity. Comparing students' experience and satisfaction with collective knowledge construction in a mod-erated wiki on the one hand and knowledge testing in an online multiple choice test on the other hand, the research differentiates full-time and part-time students of a blended course. This is presented upon broader data on comparable students' populations who were as-sessed with open-ended oral exam questions, regular homework tasks and seminar work papers. An updated notion of media ecology conceives knowledge testing and instructional feedback as parts of an informational ecosystem: only a coherent yet internally differen-tiated learning environment can accurately define significant educational trends and rec-ommendations - such that question assessment methods and signpost the development of education towards sustainability.||0||0|
|Using wikis as a support and assessment tool in collaborative digital game-based learning environments||Samur Y.||Turkish Online Journal of Distance Education||English||2011||In computer-supported collaborative learning (CSCL) environments, there are many researches done on collaborative learning activities; however, in game-based learning environments, more research and literature on collaborative learning activities are required. Actually, both game-based learning environments and wikis enable us to use new chances for learning, especially in collaborative learning activities. Therefore, in this paper, related literature on wikis and how game & instructional designers can leverage from wikis in game-based learning settings for enhancing students' collaborative learning activities are examined. Based on the reviewed literature, two main suggestions are given in this paper with their underlying reasons. First, using wikis as a support tool for enhancing collaboration in digital game-based learning (DGBL) environments, and second using wikis as an assessment tool in DGBL are suggested.||0||0|
|A framework for the assessment of wiki-based collaborative learning activities||Meishar-Tal H.
|International Journal of Virtual and Personal Learning Environments||English||2010||This paper discusses the pedagogical and technological aspects of assessing wiki-based collaborative learning activities. The first part of the paper presents a general framework of collaborative learning assessment. The framework is based on four aspects of assessment, characterized by four questions: who, what, how and by whom. The second part of the paper concentrates on the analysis of the applicability of the assessment framework in wikis. A systematic analysis of MediaWiki's reports is conducted in order to discuss the requisite information required for a well-balanced and effective assessment process. Finally, a few suggestions are raised for further improvements of the wiki's reports. Copyright||0||0|
|Overview of the INEX 2009 link the Wiki track||Huang W.C.
|Lecture Notes in Computer Science||English||2010||In the third year of the Link the Wiki track, the focus has been shifted to anchor-to-bep link discovery. The participants were encouraged to utilize different technologies to resolve the issue of focused link discovery. Apart from the 2009 Wikipedia collection, the Te Ara collection was introduced for the first time in INEX. For the link the wiki tasks, 5000 file-to-file topics were randomly selected and 33 anchor-to-bep topics were nominated by the participants. The Te Ara collection does not contain hyperlinks and the task was to cross link the entire collection. A GUI tool for self-verification of the linking results was distributed. This helps participants verify the location of the anchor and bep. The assessment tool and the evaluation tool were revised to improve efficiency. Submission runs were evaluated against Wikipedia ground-truth and manual result set respectively. Focus-based evaluation was undertaken using a new metric. Evaluation results are presented and link discovery approaches are described.||0||0|
|Overview of the INEX 2009 link the wiki track||Wei Che Huang
|An e-learning framework for assessment (FREMA)||Wills G.B.
|Assessment and Evaluation in Higher Education||English||2009||This article reports on the e-Framework Reference Model for Assessment (FREMA) project that aimed at creating a reference model for the assessment domain: a guide to what resources (standards, projects, people, organisations, software, services and use cases) exist for the domain, aimed at helping strategists understand the state of elearning assessment, and helping developers to place their work in context and thus the community to build coherent systems. This article describes the rationale and method of developing the FREMA model and how it may be used. We delivered FREMA via a heavily interlinked website. Because the resulting network of resources was so complex, we required a method of providing users with a structured navigational method that helped them explore and identify resources useful to them. This led us to look at how overviews of e-learning domains have been handled previously, and to work towards our own concept maps that ploted the topology of the domain. FREMA represents an evolving view of the domain and therefore we developed the website into a Semantic Wiki, thereby allowing the assessment community to record their own projects and services and thus to grow the reference model over time.||0||0|
|Innovation and entrepreneurship education: Embracing web 2.0 across a postgraduate program||Weeks R.
|ASCILITE 2009 - The Australasian Society for Computers in Learning in Tertiary Education||2009||In recent years there has been much discussion in the literature about the potential of Web 2.0 tools to enhance the learning process, in terms of their collaborative and connective nature and their potential for the transformation of pedagogy itself. Wikis in particular are recognised as a useful platform for collaboration and knowledge sharing within a tertiary context. This short paper describes the experiences of setting up a wiki for a large cohort of students with diverse learning needs in the Innovation & Entrepreneurship program at The University of Sydney. The purpose of the wiki was to act as not only a repository of collaborative knowledge but also an assessment tool, complementing the program learning outcomes - to "develop skills and perspectives relating to opportunity seeking, initiative taking and ownership, and curiosity." This paper will describe the process and its successes and shortcomings from the perspective of the educational designer, academics and tutors.||0||0|
|The importance of manual assessment in link discovery||Huang W.C.
|Proceedings - 32nd Annual International ACM SIGIR Conference on Research and Development in Information Retrieval, SIGIR 2009||English||2009||Using a ground truth extracted from the Wikipedia, and a ground truth created through manual assessment, we show that the apparent performance advantage seen in machine learning approaches to link discovery are an artifact of trivial links that are actively rejected by manual assessors.||0||0|
|Web4WeB e-Collaboration tools||Janev V.
|Computer Science and Information Systems||English||2009||This paper introduces and compares two innovative tools aimed at enhancing the collaborative work of the researchers and professionals from the West Balkan countries in the Semantic Web field. The first tool, the Alfresco system, is a version controlled content repository designed in REST architectural style and based on a set of document management and collaboration services. The Alfresco workflow engine enables organization and automation of the process activities. The second tool, the Semantic MediaWiki portal, is a semantic collaboration tool and knowledge management system that leverages the latest Semantic Web (SW) technologies and standards. By using semantic annotations, it enriches the Web contents with semantics and makes the knowledge explicit. Thus, it provides structured access to information and accurate and precise knowledge retrieval. This paper discusses the customization of these tools and their utilization in the Web Technologies for West Balkan countries (Web4WeB) project.||0||0|
|Visualization of Interactions in Collaborative Writing||Robert P. Biuk-Aghai
|International Conference on Digital Ecosystems and Technologies||English||February 2008||Wikis have become an important component of a collaboration infrastructure, particularly in loosely-coupled and self-organizing settings such as those of digital ecosystems. We report on our use of wikis in the education doman to support collaborative creative writing, as well as collaborative translation. This paper presents an analysis and visualization tool that we have developed as an aid for assessing both the process and the outcome of these collaborative writing tasks.||16||1|
|To wiki or to blog: Piloting social software technologies for assessment in a large first year information systems class||Alam S.L.||ACIS 2008 Proceedings - 19th Australasian Conference on Information Systems||English||2008||This paper describes two exploratory pilot projects using the social software technology (i.e. blog and wiki) for assessment purposes to teach an introductory Information Systems subject at University of Canberra in 2007. Social software technologies known as web 2.0 have gained considerable interest among academics across the higher education landscape. These tools have features that focus on the social construction of collective knowledge, communication, reflection and peer networking. However, while there are many claimed pedagogical benefits, little is known about the impact and effectiveness of social technologies to support innovative approaches to Information System assessment tasks in large classes. In this study the author reflects on the process of integrating social technologies into the teaching syllabus for assessment purposes and presents a reflective account of the outcomes of the trial from both student and staff perspectives. Important teaching and learning issues associated with the development and implementation of social technology based assessment tasks for large classes are discussed. This analysis confirms the importance of usability, workload and 'fit for task' for technology-infused teaching and learning for large classes.||0||0|
|New method using Wikis and forums to evaluate individual contributions in cooperative work while promoting experiential learning: results from preliminary experience||Xavier de Pedro Puente||WikiSym||English||2007||0||4|
|Wikis in Teaching and Assessment - The M/Cyclopedia Project||Axel Bruns
|WikiSym||English||2005||In a knowledge-based, networked economy, students leaving university need to have attained skills in collaborative and creative project-based work and to have developed critical, reflective practices. This paper outlines how a wiki can been used as part of social constructivist pedagogical practice which aims to develop advanced ICT literacies in university students. The paper describes the implementation of a wiki-based project as part of a subject in New Media Technologies at Queensland University of Technology. We discuss the strengths and challenges involved in using networked, collaborative learning strategies in institutional environments that still operate in traditional paradigms.||3||0|
|Wikis in teaching and assessment: The M/Cyclopedia project||Axel Bruns
|WikiSym 2005 - Conference Proceedings of the 2005 International Symposium on Wikis||English||2005||In a knowledge-based, networked economy, students leaving university need to have attained skills in collaborative and creative project-based work and to have developed critical, reflective practices. This paper outlines how a wiki can been used as part of social constructivist pedagogical practice which aims to develop advanced ICT literacies in university students. The paper describes the implementation of a wiki-based project as part of a subject in New Media Technologies at Queensland University of Technology. We discuss the strengths and challenges involved in using networked, collaborative learning strategies in institutional environments that still operate in traditional paradigms. Copyright 2005 ACM.||0||8|