Handbook of Research on Digital-Based Assessment and Innovative Practices in Education

  • 12h 17m
  • Jared Sagini Keengwe
  • IGI Global
  • 2022

Even though digital technologies are ubiquitous in education, assessment methods continue to employ traditional assessments even though they are inadequate to provide information about a student's reasoning and conceptual understanding. Digital-based assessment models allow students to demonstrate higher-order skills while integrating digital technologies as a powerful teaching tool. Digital technologies can support inquiry-based learning that is essential to developing a deep conceptual understanding of the content.

The Handbook of Research on Digital-Based Assessment and Innovative Practices in Education identifies digital tools and applications for effective assessment of learning, shares various models of digital-based assessment in education, and considers best pedagogical practices for assessment in education. Covering a range of topics such as formative assessments, design thinking, virtual reality, and equity, this major reference work is crucial for educational technologists, instructional designers, policymakers, administrators, faculty, researchers, academicians, scholars, practitioners, instructors, and students.

About the Author

Jared Sagini Keengwe is a Professor at the University of North Dakota (UND) and previously served as the coordinator of the Undergraduate Elementary Education program. His primary research interests focus on active learning, digital technologies, and social justice in higher education. He is the editor-in-chief of two IGI Global Book Series: Advances in Higher Education and Professional Development (AHEPD) and Advances in Early Childhood and K-12 Education (AECKE). Prof. Keengwe has published several books and manuscripts in refereed journals. His work was honored with the UND Foundation/McDermott Faculty Award for Excellence in Academic Advising. He was a recipient of the North Dakota Spirit Faculty Achievement Award in recognition of significant contributions in teaching, research, and service. At the national level, Prof. Keengwe was one of the 10 recipients selected to receive the 2010 American Educational Research Association (AERA) Teacher Education Travel Award. More recently, Keengwe was a recipient of the International Institute of Education Fellowship under theCarnegie African Diaspora Fellowship Program (CADFP)) – a scholar fellowship program for educational projects at African higher education institutions. The program is funded by a grant from Carnegie Corporation of New York (CCNY).

In this Book

  • Preface
  • Formative Journeys—Formative Assessment With Journey Mapping Through Hero Stories, Gamification, Computational Thinking
  • Practice to Promise—Moving Modes of Inquiry Online
  • Leveraging Digital and Cloud-Based Tools for Contextualized Assessment of Critical Writing—Best Practices and Design Principles for Learning in Remote Settings
  • Critical Thinking Through Game Prototyping—An Innovative Practice for Education
  • Data-Triangulation Through Multiple Methods—The Case for Stealth Assessment
  • Preparation of Pre-Service Teachers—Assessment of Generation Z Students
  • Challenges of Design Thinking in the Innovation of Individuals and Organizations
  • Formative E-Assessment as a Tool for Promoting Competence-Based E-Learning in Universities—A Contextualized Perspective
  • Analyzing the Evolution of Digital Assessment in Education Literature Using Bibliometrics and Natural Language Processing
  • Examining Teacher Perceptions of the Current State of Testing and Assessment
  • Innovative Techniques Used in Zimbabwean Schools to Educate Students During the COVID-19 Pandemic
  • Digital-Based Assessments for Higher-Order and Critical Thinking Skills in Higher Education
  • Digital-Based Formative Assessments in Higher Education Institutions
  • Digital Assessment Practices in Indian Higher Education
  • Using Guided Video Analysis to Enhance Preservice Teacher Reflective Practice in a Graduate Social Studies Methods Course
  • Utilization of Digital Technologies to Enhance Assessments, Practices, and Equity in Inclusive Education—The Constraining Factor
  • “Measurement and Evaluation” Course in Face-to-Face and Distance Education—Application Examples in Mathematics Education and Perspectives of Prospective Mathematics Teachers
  • A Program Planning and Evaluation Model for Training Teacher Educators on the Use of Technology in the Classroom
  • Collaborative Civic Engagement During COVID
  • Simulations as Collaborative Learning Systems to Enhance Student Performance in Higher Education
  • Compilation of References
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