Le classement mondial des établissements établi par les Mines confirme "le particularisme français", à savoir la "ségrégation de la formation des élites managériales au sein d’un petit nombre d’établissements fortement financés". C'est ce
Research shows that grades are often not a good reflection of student learning and growth, and that being graded can be stressful for students. In addition, many traditional grading practices can exacerbate existing academic inequalities. We encourage faculty to design assessments that directly support student learning first, with their evaluative role considered secondarily.
We have compiled some options for creating assessment activities and policies which are learning-focused, while also being equitable and compassionate. The suggestions are loosely grouped by expected faculty time commitment. Many suggest ways faculty can provide students with skills practice, feedback on their performance, and opportunities for reflection on their learning processes and growth. In all cases, the suggestions below assume some course design fundamentals including assessments aligned with course learning objectives.
AQUA - Automatic Quality Assessment and Feedback in eLearning 2.0
The current development of Web 2.0 makes the distinction between author and reader fading away. Users now produce huge amounts of data which sometimes is of questionable quality. This leads to the problem of information overload: how to make the most of this information without overwhelming the users? One key challenge to solve this issue is to assess the quality of the user generated content.
In AQUA, we seek to develop algorithms to assess the quality of content automatically. We focus on two sources for this assessment: (1) user generated content; (2) feedback by users of the content. To do so, we investigate techniques from the fields of natural language processing (NLP), information retrieval, and machine learning.
So, in a nutshell, AQUA will answer the following questions:
What is quality of information? How does it matter in information search?
How to model the quality of user generated content?
How far can you go with automatic methods in assessing quality?
How to give feedback to users regarding quality?
The AQUA project is associated with the project "Mining Lexical-Semantic Knowledge from Dynamic and Linguistic Sources and Integration into Question Answering for Discourse-Based Knowledge Acquisition in e-learning (QA-EL)".
This paper considers current assessment practice, looks at the impact of the Internet on today’s learners, explores ways of modernising assessment to narrow the gap between the everyday lives of students and the assessment practices that we impose on them.
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