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Category: Assessment online

Research Reviews

How learners process feedback
Technology and assessment
eExams – student perceptions
New model for senior secondary assessment
Multimedia online assessment
Innovating pedagogy
Reflections 2013
Evidence based learning
Managing Web 2.0 learning
Learning analytics in higher education
Open education
The ‘digital natives’ and ICT literacy
Assessment and feedback
Digital content
Software practices
ICT literacy
Automated assessment
Course engagement online
Online assessment - technological issues

ICT Research

7 Things You Should Know About Remote Proctoring
Adaptive quizzes to increase motivation, engagement and learning outcomes in first year accounting
Digital Ethics and the Use of ePortfolio: A Scoping Review of the Literature
Validation of a touch screen tablet assessment of early literacy skills
Towards a model of how learners process feedback
How 7th grade students are using resources for learning in an online science course
Digital examination in higher education – Experiences from three different perspectives
Professional learning in higher education
Does gender influence emotions resulting from positive applause feedback in self-assessment testing?
The times they are a-changing: a new model for senior secondary assessment
Making connections: technological interventions to support students in using, and tutors in creating
Effective web videoconferencing for proctoring online oral exams: a case study at scale in Brazil
Student perspectives of assessment strategies in online courses
The very idea of e-Exams: student (pre)conceptions
Does gender influence emotions resulting from positive applause feedback in self-assessment testing?
Posterlet: a game-based assessment of children’s choices to seek feedback and to revise
Measuring learning: an NMC Horizon project strategic brief
Balancing online teaching activities: strategies for optimizing efficiency and effectiveness
Australian students in a digital world
The times they are a-changing: a new model for senior secondary assessment
Video-based feedback on student assessment: scarily personal
The effectiveness of e-learning: an explorative and integrative review of the definitions ...
Shedding light on students’ technology preferences: implications for academic development
The next generation digital learning environment
Device comparability of tablets and computers for assessment purposes
Informing and performing: a study comparing adaptive learning to traditional learning
Data-driven decision making
Digital portfolios for summative assessment
Innovating pedagogy 2014
eExams transforming curriculum
NMC horizon report Europe > 2014 schools edition
Taking over someone else’s e-learning design
iSELF: the development of an Internet tool for self evaluation and learner feedback
Just-in-time or plenty-of-time teaching?
Research priorities in mobile learning: an international Delphi study
Computer-marked assessment in Moodle: past, present and future
What do secondary school students think about multimedia science computer assisted assessment (CAA)?
Potential negative effects of mobile learning on students’ learning achievement and cognitive load
Predictors of perceived importance and acceptance of digital delivery modes in higher education
An exploratory study of effective online learning
E-learning in school education in the coming 10 years for developing 21st century skills
Design and development of a self-assessment tool and investigating its effectiveness for e-learning
The increasing acceptance of onscreen marking – the ‘tablet computer’ effect
Blended learning in higher education: current and future challenges in surveying education
Ethical issues in technology enhanced assessment
Ethical issues in technology enhanced assessment
Exploiting the collaborative potential of technology enhanced assessment in higher education
Electronic assessment: past, present, and future
Using e-assessment to learn about learning
Module facelift: engaging student technology teachers with maths
Computers in the university exam hall: reflections from Scotland and Tasmania
Using e-assessment to engage students with learning and feedback
Creating the next generation of e-assessments in the real world
Does time spent online have an influence on student performance?
Learning analytics and technology enhanced assessment (TEA)
Where is the cutting edge of research in e-Assessment?
Integrating online assignments checking
Acting on assessment analytics: case study
Combining the formative with the summative
The future of learning technology: some tentative predictions
Emerging educational technologies and research directions
The use of ICT for the assessment of key competences
Using a personal response system as an in-class assessment tool
The challenge of open education
Changing assessment —towards a new assessment paradigm using ICT
Meaningful assessment for student learning activities that are conducted within virtual worlds
Effects of technology-enhanced formative assessment on achievement in primary grammar
Common adaptive tests to address special needs
Measuring what really matters
Innovating learning: key elements for developing creative classrooms in Europe
Out of print: reimagining the K-12 textbook in a digital age
SimScientists: an example of how technology can support differentiated instruction in the classroom
2012 results from the SIIA vision K-20 survey
Design and implementation of a Learning Analytics Toolkit for teachers
Contrasting state-of-the-art automated scoring of essays: analysis
Digital assessment literacy
Worth it? Findings from a study of how academics assess students’ Web 2.0 activities
Using technology to encourage student engagement with feedback: a literature review
National Assessment Program: ICT literacy years 6 and 10 report 2005
Transforming American education: learning powered by technology
Beyond marks: new tools to visualise student engagement via social networks
Technological issues for computer-based assessment

Research Briefs

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In the spotlight

Featured category: 21st century skills

NMC Horizon Report > 2018 Higher Education Edition

Australian Educational Technologies Trends (AETT) report
Over 100 leading Australian and international educators and experts concerned with Australian education contributed to this report on how Educational Technologies and the computing curriculum is currently being implemented in Australian schools, and the changes that may occur in the near future (5 years).

Students, computers and learning - making the connection
OECD report examines how students access to and use ICT

Mobile learning – why tablets? -- DERN's research brief looks at mobile learning and why tablets are so popular.

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