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p-Index From 2021 - 2026
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This Author published in this journals
All Journal International Journal of Pedagogy and Teacher Education
Adan Amer
McMaster University
Education Social Sciences

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A Short Review of Online Learning Assessment Strategies Adan Amer; Gaganpreet Sidhu; Zhao Bo; Seshasai Srinivasan
International Journal of Pedagogy and Teacher Education Vol 6, No 2 (2022): International Journal of Pedagogy and Teacher Education - October
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v6i2.66579

Abstract

The COVID-19 pandemic has caused a paradigm shift in how teachers, instructors and students approach teaching and learning, especially concerning the migration to online learning environments. One of the most challenging aspects of adapting to online/virtual education is evaluating students’ knowledge acquisition through learning assessments. The lack of face-to-face proctoring renders many of the traditional paper-based assessment techniques impractical, especially in the context of an engineering education that is heavily focused on applied learning. Since virtual education now represents an important evolution in education, it is pertinent for educators to familiarise themselves with the new possibilities of assessment methods in a virtual setting and to design tailored assessment strategies for individual courses. This article reviews and summarises commonly employed virtual assessment methods that are applicable to most engineering educational situations, such as open-book exams, online quizzes, or peer assessments. The paper also discusses some concerns that may arise in implementing these methods. Additionally, there is a particular focus on qualitatively-graded ePortfolios as a unique pedagogical tool in the virtual classroom due to their role as both a repository for storing learning artifacts and a vehicle for advancing students’ learning experience.
A Consideration of Gradeless Learning in Higher Education Adan Amer; Gaganpreet Sidhu; Seshasai Srinivasan
International Journal of Pedagogy and Teacher Education Vol 7, No 1 (2023): International Journal of Pedagogy and Teacher Education - April
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v0i0.73153

Abstract

This article presents a brief overview of the purpose, implementation, and criticisms of the typical graded system 'used by most schools worldwide to assess students' academic performance. Letter and numerical grades serve many purposes, such as motivating students and allowing teachers or parents to track progress, yet this tool is quite unreliable for measuring knowledge acquisition. The overuse of grades to measure student success also impedes intrinsic learning outcomes, such as discovering interests or developing skills essential for transforming post-secondary students into lifelong learners. In contrast, gradeless learning systems that emphasize the application of knowledge and high-quality feedback can improve 'students' well-being and overall learning outcomes. Despite these benefits, switching away from grades is a tumultuous one given that students rely on them for motivation to perform well in school. Hopefully, implementing gradeless learning on a program or course level will be the first step in achieving this paradigm shift.
Co-Authors Gaganpreet Sidhu Seshasai Srinivasan Zhao Bo