Teacher Assessment Literacy in Practice: A Reconceptualization

Open Learning Environments, Foundations, Methods, and Models

In this study, the trends and developments of technology-enhanced adaptive/personalized learning have been studied by reviewing the related journal articles in the recent decade (i.e., from 2007 to 2017). To be specific, we investigated many research issues such as the parameters of adaptive/personalized learning, learning supports, learning outcomes, subjects, participants, hardware, and so on. Furthermore, this study reveals that personalized/adaptive learning has always been an attractive topic in this field, and personalized data sources, for example, students’ preferences, learning achievements, profiles, and learning logs have become the main parameters for supporting personalized/adaptive learning. In addition, we found that the majority of the studies on personalized/adaptive learning still only supported traditional computers or devices, while only a few studies have been conducted on wearable devices, smartphones and tablet computers. In other words, personalized/adaptive learning has a significant number of potential applications on the above smart devices with the rapid development of artificial intelligence, virtual reality, cloud computing and wearable computing. Through the in-depth analysis of the trends and developments in the various dimensions of personalized/adaptive learning, the future research directions, issues and challenges are discussed in our paper.

Trends and development in technology-enhanced adaptive/personalized learning: A systematic review of journal publications from 2007 to 2017

Research Report: An investigation of teachers' beliefs and their use of technology-based assessments

This study investigated the relationships among teachers' motivational beliefs, motivational regulation, and their learning engagement in online professional learning communities. More importantly, teachers' online learning behaviors were collected and used as indicates of learning engagement. 520 teachers involved in a training program were surveyed. The results of regression analyses showed that teachers' perceived task value positively predicted their online learning engagement. Moreover, teachers' motivational regulation played a partial mediating role in the predicting power of perceived task value to learning engagement. In addition, the first half of the mediating path among perceived task value, motivational regulation, and learning engagement was moderated by teachers' self-efficacy. The moderating effect on motivational regulation was higher for teachers with a high sense of self-efficacy than those with a low sense of self-efficacy. Therefore, it was suggested to assign learning tasks that meet the needs of teachers and pay attention to the cultivation of teachers’ self-efficacy beliefs to increase their learning engagement in online professional learning communities. The limitations and the future research directions were discussed.

Investigating the relationships among teachers’ motivational beliefs, motivational regulation, and their learning engagement in online professional learning communities

This research investigates the effect of a web-based model, named 'Practicing, Reflecting, and Revising with Web-based Assessment and Test Analysis system (P2R-WATA) Assessment Literacy Development Model,' on enhancing assessment knowledge and perspectives of secondary in-service teachers, and adopts a single group experimental research design. The WATA system provides teachers with personalized learning resources and situated environment to practice assembling, administering tests on-line, and appraising test-related statistical information to reflect and revise test items. The sample consisted of forty-seven secondary in-service mathematics and science teachers in a summer program for 36 h within six weeks. This research collects and analyzes quantitative data, including the pre-test and post-test of teachers' knowledge and perspectives on assessment. The major results generally confirm the effectiveness of P2R-WATA model. Firstly, the assessment knowledge of the participants has improved after training, especially for teachers with low-level prior knowledge. Secondly, the findings also reveal that there is a significant improvement on teachers' assessment perspectives.

A Web-based model for developing assessment literacy of secondary in-service teachers

Studying the effectiveness of an online argumentation model for improving undergraduate students' argumentation ability

Effectiveness of a Web-based Quiz-Game-like Formative Assessment on Students learning in a Biology Curriculum Evaluation

Current Situation Analysis and Countermeasure Research of Party History Study and Education of College Students in the New Era

: In order to meet the needs of the development of the times and effectively improve the teaching effect of English teachers in teacher training colleges it is urgent to cultivate the "double-qualified" teachers. The purpose of this paper is to explore how to better complete the training of "double-qualified" teachers in teacher training colleges and universities from the construction of a "double-qualified" teacher training mechanism.

-29-The Construction of the Cultivation Mechanism of "Double-Qualified" Teachers of Teacher-oriented English Major under the Cooperation between Secondary Schools and Colleges

Ya-Ching Fan

Papers

A Web-based model for developing assessment literacy of secondary in-service teachers

Studying the effectiveness of an online argumentation model for improving undergraduate students' argumentation ability

Effectiveness of a Web-based Quiz-Game-like Formative Assessment on Students learning in a Biology Curriculum Evaluation

Current Situation Analysis and Countermeasure Research of Party History Study and Education of College Students in the New Era

-29-The Construction of the Cultivation Mechanism of "Double-Qualified" Teachers of Teacher-oriented English Major under the Cooperation between Secondary Schools and Colleges