Staggered Tasks. Identifying self regulation in performance based assessment
ISBN
978-1-880094-76-1
Type
conference paper
Date Issued
2009-10-26
Author(s)
Editor(s)
Bastiaens, Theo
Dron, Jon
Xin, Cindy
Abstract
With the concept of staggered tasks we face specific challenges in designing competence based assessments. We aim for curricular and professional validity and the integration of Information and Communication Technology (ICT). The new approach is described below. The staggered tasks concept links facets of action theory, meta-cognition, situated cognition and problem solving theory. We explain the reasons behind and the construction principals. Potentials of ICT are shown in this specific context and how they can be used in designing complex assessments. Through ICT an adaptive processing is offered and various feedback possibilities for the students are enabled. The description of the technical implementation is accompanied by the analysis of the ICT potentials in the concept.
Language
English
HSG Classification
contribution to scientific community
HSG Profile Area
SoM - Business Innovation
Refereed
No
Book title
E-Learn 2009--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education
Publisher
Association for the Advancement of Computing in Education (AACE)
Publisher place
Chesapeake, VA
Volume
Vol. 2009, Nr. 1
Start page
1597
End page
1602
Pages
6
Event Title
E-Leanr 2009 : World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education
Event Location
Chesapeake, VA
Event Date
26.-30.10.2009
Official URL
Subject(s)
Division(s)
Eprints ID
247636