The University of Arizona is applying an online proctoring service to prevent students from cheating on math placement exams that have been moved online as well.
Teaching and learning in higher ed have advanced incrementally alongside rapid changes in technology. Is it time for some radical shifts?
Some ambitious institutions are seeking to implement e-portfolios across all departments and disciplines, yet there are barriers to overcome before such a practice gets the full participation of faculty, staff, and students.
As the centerpiece of a new mobile computing initiative, Monterey College of Law in California is distributing Apple iPads to all students enrolled in a supplemental curriculum program that helps them prepare for the state's bar exam. All entering first-year students signed up for the program within the first week, as did 70 percent of the remainder of the student body.
Tunxis Community College in Connecticut grew an assessment experiment into a schoolwide implementation of electronic portfolios.
iParadigms has unveiled Turnitin2, the latest version of its online tool for plagiarism detection and the encouragement of proper citation in student papers.
It is time to ask what outcomes we are looking for from education. Why are our “outcomes” now only about how well a student does in courses? Wouldn’t it be better if students were evaluated on their evidence of learning, and wouldn’t that kind of evaluation have more to do with real life?
Community colleges are investing heavily in remedial programs to bring students up to college and workforce readiness--but technology can both help and hurt the success of those efforts.
The Association for Authentic, Experiential, and Evidence-Based Learning (AAEEBL) had its first world conference this last week in Boston, co-located with Campus Technology 2010. The group of learning and assessment experts is organized around its members' interest in ePortfolios.
How students are tested or evaluated determines how they are taught. But testing within many courses today remains, in essence, the same as always. Therefore, the limits of educational reform are determined to some extent by the current legacy structure of testing and evaluation.