This study aims to develop asynchronous formative audio feedback practices for mobile learning in higher education settings. The development was conducted in keeping with the principles of design-based research. The research activities focused on an inter-university online course, within which the use of instructor audio feedback was tested,…

Teaching portfolios have become increasingly important to university teachers. Portfolio requirements for the appointment or promotion of academic staff recognize that the assessment of teaching practice requires more depth and detail than a candidate's academic CV generally affords. The focus of this study is the electronic teaching portfolios,…

The supervision of undergraduate student dissertations is an area in need of research. Although some studies have already addressed this, these are primarily based on academic staff responses. This study contributes to knowledge by gathering the responses of students and focusing on formative electronic assessment. Data was collected using a…

Describes a learner-centered revision class for undergraduate mathematics students at a Scottish university that used computer-assisted learning (CAL) and added an element of formative evaluation. The Computer Aided Learning in Mathematics (CALM) Project is explained, CALM software is discussed, and their influences on teaching strategies are…

Describes how the Educational Software short course produced by the Open University Micros in Schools project trains inservice teachers to select suitable educational software for classroom use. Findings of a formative evaluation of an activity in the course in which teachers examined three commercially produced educational software packages are…

Describes the development of a distance learning course at Keele University (United Kingdom) for staff training in the use of information technology for people with special needs. Discusses course design, learner needs analysis, course content, instructional design, and formative evaluation. (Contains 24 references.) (LRW)

Concerns about noncompletion and the quality of the 1st-year student experience have been linked to recent changes in higher education such as modularisation, increased class sizes, greater diversity in the student intake and reduced resources. Improving formative assessment and feedback processes is seen as one way of addressing academic failure,…

Discusses alternative models for design of educational media evaluations and describes a formative evaluation of televised lectures developed for use as supplements to live lectures in first year life science courses. Issues and problems identified from the study, including the usefulness of such evaluations, are discussed. (MBR)

Describes the development of a variety of computer-based assessment opportunities, both formative and summative, that are available to a large first-year biology class at the University of Sydney (Australia). Discusses online access to weekly quizzes, a mock exam, and special self-assessment modules that are beneficial to student learning.…

Reports the outcomes of a video conferencing trial in an undergraduate mass lecture context. Highlights effects on students and staff, and supports issues through a formative and summative evaluation. Surveys, focus groups, interviews, video recordings, exam results and reflective diaries provide data for the evaluations. (Author/AEF)

Describes the development of a tool, FACT (Formative Automated Computer Testing), to formatively assess information technology skills of college students in the United Kingdom. Topics include word processing competency; tests designed by tutors and delivered via a network; and results of an evaluation that showed students preferred automated…

Describes the use of experiential learning in a university psychology course. Topics discussed include modeling teachers' attitudes and behavior; the importance of clear communication; an emphasis on process; collaborative learning; formative evaluation, including feedback on performance of both teachers and students; and summative evaluation. (21…