Yusop / Firdaus Alternative Assessments in Malaysian Higher Education

Voices from the Field
1. Auflage 2022
ISBN: 978-981-16-7228-6
Verlag: Springer Singapore
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 313 Seiten, eBook

This book offers an overview of five categories of alternative assessments used by established and emerging faculty throughout Malaysian institutions of higher education, namely peer and self-assessment, group-based assessment, performance-based assessment, portfolio, and technology-based assessment. It features 29 innovative case studies of alternative assessments, serving as both inspiration and practical guide for educators planning to design and implement alternative assessments in their own classes. Each chapter showcases viable examples of authentic, holistic, meaningful and effective assessments as practiced by educators in major universities throughout Malaysia. This book also provides readers a greater appreciation of the varied forms of alternative assessments that are possible, limited only by the individual’s innovation and motivation.

Zielgruppe

Research

Autoren/Hrsg.

Yusop, Farrah Dina

Firdaus, Amira

Inhaltsverzeichnis

1. An Alternative Way in Assessing Portfolios Based on Saaty’s Analytic Hierarchy Process (AHP).- 2. Collaborative Assessment Survey: A Measure of Group Teamwork.- 3. Cartoon Strips: Can they be used as assessment?.- 4. SOLO-Based Task to Diagnose Adult Learners’ Statistical Literacy in the 21st Century.- 5. Implementation of Group Based Assessment in Project Based Learning for Hubungan Etnik Module at Taylor’s University.- 6. An adaptive Self-Assessment Approach for Improving Massive Open Online Course (MOOC) Performance.- 7. A System for Managing and Accounting for Learning Outcomes.- 8. Redesigning Formative Assessments for Land Law using AR.- 9. The Assessment of E-Project-based Learning in Developing Skill-based Courses for Massive Open Online Course: "MOOC in MOOC" Technique.- 10. Assessment-for-Learning and Mobile Supervision via WhatsApp: A Multimodal and Archivable Format for Formative Assessment of Student Research Projects and Drafts.

Über Autor(innen)

Dr. Farrah Dina Yusop is an associate professor at Universiti Malaya and the director of the University’s Academic Enhancement and Leadership Development Center (ADeC). She conducts active research and publishes in the fields of higher education, Web 2.0, social media, educational games, e-learning, and mobile learning. She is best known for her Civic-Minded Instructional Designer (CMID) conceptual framework, which has reframed current approaches to professional education with the goal of improving public life. Her research has appeared in high impact international journals such as the British Journal of Educational Technology (BJET) and Scientometrics. Dr. Farrah also serves as an international board member for various journals in her field, including the Malaysian Online Journal of Educational Technology (MOJET), the Turkish Online Journal of Educational Technology (TOJET), the Indonesian Research Journal in Education (IRJE), and the Online Journal of Distance Education ande-Learning (TOJDEL). She is actively involved in a number of transdisciplinary, national, and international collaborative research projects aiming at improving the quality of public life and education. Dr. Amira Firdaus is an associate professor at Universiti Malaya's Department of Media and Communication Studies, Faculty of Arts and Social Sciences, and the deputy director of academic excellence and professional development at the university’s Academic Enhancement and Leadership Development Center (ADeC). She was previously the inaugural head and coordinator of the Emerging Scholars Leadership Advancement (EmeraLd) program, ADeC's flaghship training program for new academic staff. Amira's multi-disciplinary research interests span across the fields of communication, higher education, and positive psychology. In both teaching and learning (T&L) and learning and development (L&D), Amira makes conscious efforts to  practice empathy, inclusivity and a pedagogy of care. She values collegiality and community and believes that a growth-based mindset is essential to developing and enhancing strengths, overcoming weaknesses, and fostering resilience. Amira’s innovative teaching and learning practices include low-bandwidth remote teaching via Instant Messaging (IM), and developing bite-sized small teaching online modules.