Instructional design (ID), also known as instructional systems design (ISD), is the practice of systematically designing, developing and delivering instructional products and experiences, both digital and physical, in a consistent and reliable fashion toward an efficient, effective, appealing, engaging and inspiring acquisition of knowledge. The process consists broadly of determining the state and needs of the learner, defining the end goal of instruction, and creating some "intervention" to assist in the transition. The outcome of this instruction may be directly observable and scientifically measured or completely hidden and assumed. There are many instructional design models but many are based on the ADDIE model with the five phases: analysis, design, development, implementation, and evaluation.
Alternative assessment is also known under various other terms, including:
Goldsmiths, University of London is a public research university in London, England, specialising in the arts, design, humanities, and social sciences. It is a constituent college of the University of London. It was founded in 1891 as Goldsmiths' Technical and Recreative Institute by the Worshipful Company of Goldsmiths in New Cross, London. It was acquired by the University of London in 1904 and was renamed Goldsmiths' College. The word College was dropped from its branding in 2006, but Goldsmiths' College, with the apostrophe, remains the institution's formal legal name.
The Qualifications and Curriculum Development Agency (QCDA) was a charity, and an executive non-departmental public body (NDPB) of the Department for Education. In England and Northern Ireland, the QCDA maintained and developed the National Curriculum and associated assessments, tests and examinations, advising the minister formerly known as the Secretary of State for Education on these matters.
An electronic portfolio is a collection of electronic evidence assembled and managed by a user, usually on the Web. Such electronic evidence may include input text, electronic files, images, multimedia, blog entries, and hyperlinks. E-portfolios are both demonstrations of the user's abilities and platforms for self-expression. If they are online, users can maintain them dynamically over time.
Educational assessment or educational evaluation is the systematic process of documenting and using empirical data on the knowledge, skill, attitudes, and beliefs to refine programs and improve student learning. Assessment data can be obtained from directly examining student work to assess the achievement of learning outcomes or can be based on data from which one can make inferences about learning. Assessment is often used interchangeably with test, but not limited to tests. Assessment can focus on the individual learner, the learning community, a course, an academic program, the institution, or the educational system as a whole. The word 'assessment' came into use in an educational context after the Second World War.
Electronic assessment, also known as digital assessment, e-assessment, online assessment or computer-based assessment, is the use of information technology in assessment such as educational assessment, health assessment, psychiatric assessment, and psychological assessment. This covers a wide range of activity ranging from the use of a word processor for assignments to on-screen testing. Specific types of e-assessment include multiple choice, online/electronic submission, computerized adaptive testing and computerized classification testing.
CELTA is an initial teacher training qualification for teaching English as a second or foreign language. It is provided by Cambridge English Language Assessment through authorised Cambridge English Teaching Qualification centres and can be taken either full-time or part-time. CELTA was developed to be suitable both for those interested in Teaching English as a Foreign Language (TEFL) and for Teaching English to the Speakers of Other Languages (TESOL).
DIVO, is an active learning education project, incorporating creativity and ICTs. The project uses participant centred, creative digital video dialogue, and aims to promote inter-cultural understanding and peer-led learning between remote groups who are unable to meet face-to-face.
The Performance Based Research Fund (PBRF) is a New Zealand tertiary education funding process, assessing the research performance of tertiary education organisations (TEOs) and then funding them on the basis of their performance. The PBRF will provide $316 million to support the tertiary sector in 2018/19.
Authentic assessment is the measurement of "intellectual accomplishments that are worthwhile, significant, and meaningful," as contrasted to multiple choice standardized tests. Authentic assessment can be devised by the teacher, or in collaboration with the student by engaging student voice. When applying authentic assessment to student learning and achievement, a teacher applies criteria related to “construction of knowledge, disciplined inquiry, and the value of achievement beyond the school.”
In classrooms where assessment for learning, commonly called formative assessment, is practised, students are encouraged to be more active in their learning and associated assessment. The ultimate purpose of assessment for learning is to create self-regulated learners who can leave school able and confident to continue learning throughout their lives. Teachers need to know at the outset of a unit of study where their students are in terms of their learning and then continually check on how they are progressing through strengthening the feedback they get from their learners. Students are guided on what they are expected to learn and what quality work looks like. The teacher will work with the student to understand and identify any gaps or misconceptions. As the unit progresses, the teacher and student work together to assess the student's knowledge, what she or he needs to learn to improve and extend this knowledge, and how the student can best get to that point. Assessment for learning occurs at all stages of the learning process.
Quantum dot cellular automata are a proposed improvement on conventional computer design (CMOS), which have been devised in analogy to conventional models of cellular automata introduced by John von Neumann.
Facility condition assessment (FCA) is an analysis of the condition of a facility in terms of age, design, construction methods, and materials. The industry professionals who perform the assessment are typically architects and engineers, and skilled-trade technicians. Engineering and architectural professional opinions as to the conditions observed are part of the assessment. Building diagnostics go beyond FCAs to determine solutions to the problems found and predict outcomes of the solutions.
Assessment in computer-supported collaborative learning (CSCL) environments is a subject of interest to educators and researchers. The assessment tools utilized in computer-supported collaborative learning settings are used to measure groups' knowledge learning processes, the quality of groups' products and individuals' collaborative learning skills.
The Research Excellence Framework is the successor to the Research Assessment Exercise. It is an impact evaluation which assesses the research of British higher education institutions. It was first used in 2014 to assess the period 2008–2013. REF is undertaken by the four UK higher education funding bodies: Research England, the Scottish Funding Council (SFC), the Higher Education Funding Council for Wales (HEFCW), and the Department for the Economy, Northern Ireland (DfE).
MAPS is a proprietary web-based Assessment or EPortfolio service. The software is entirely web services based and provides an array of evidence recording tools which are structured around a blog or learner diary. Users can belong to multiple institutions and individual portfolios are owned entirely by the individual. The individual then chooses which institution or institutions to share their portfolios with. Institutions get an aggregated view of portfolios which are members of the institution.
Adaptive comparative judgement is a technique borrowed from psychophysics which is able to generate reliable results for educational assessment – as such it is an alternative to traditional exam script marking. In the approach, judges are presented with pairs of student work and are then asked to choose which is better, one or the other. By means of an iterative and adaptive algorithm, a scaled distribution of student work can then be obtained without reference to criteria.
Paul Kim is a Korean-American chief technology officer and assistant dean at the Stanford Graduate School of Education and has held this position since 2001.
Monitoring and Evaluation (M&E) is used to assess the performance of projects, institutions and programmes set up by governments, international organisations and NGOs. Its goal is to improve current and future management of outputs, outcomes and impact. Monitoring is a continuous assessment of programmes based on early detailed information on the progress or delay of the ongoing assessed activities. An evaluation is an examination concerning the relevance, effectiveness, efficiency and impact of activities in the light of specified objectives.
