000			05433cam a2200577Ii 4500
001			ocn949988480
003			OCoLC
005			20190328114815.0
006			m o d
007			cr |n|||||||||
008			160519s2016 enk o 001 0 eng d
040			_aYDXCP _beng _erda _epn _cYDXCP _dOPELS _dEBLCP _dCOO _dOCLCF _dN$T _dTEFOD _dLIV _dU3W _dVVB _dD6H
019			_a950466115 _a953863893
020			_a9780128036679 _q(electronic bk.)
020			_a0128036672 _q(electronic bk.)
020			_z0128036370
020			_z9780128036372
035			_a(OCoLC)949988480 _z(OCoLC)950466115 _z(OCoLC)953863893
050		4	_aLB1028.5
072		7	_aEDU _x001000 _2bisacsh
072		7	_aEDU _x036000 _2bisacsh
082	0	4	_a371.33 _223
245	0	0	_aFormative assessment, learning data analytics and gamification : in ICT education / _h[electronic resource] _cedited by Santi Caball�e and Robert Claris�o
264		1	_aLondon, UK : _bAcademic Press is an imprint of Elsevier, _c2016.
300			_a1 online resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
490	1		_aIntelligent data-centric systems
500			_aIncludes indexes.
588	0		_aOnline resource; title from PDF title page (ScienceDirecr, viewed June 22, 2016).
505	0		_aFront Cover; Formative Assessment, Learning Data Analytics and Gamification: In ICT Education; Copyright; Dedication; Contents; List of Contributors; Foreword; References; Preface; Final Words; Part 1: Formative e-Assessment; Chapter 1: Collaborative e-Assessment as a Strategy for Scaffolding Self-Regulated Learning in Higher Education; 1. Introduction; Research Questions; 2. Framework; 2.1. Self-Regulated Learning; 2.2. Alternative Assessment and Formative Feedback; 2.2.1. Self-assessment; 2.2.2. Peer assessment; 2.2.3. Co-assessment; 2.3. Self-Regulated Learning and Formative Assessment.
505	8		_a2.4. e-Assessment With Moodle3. The Study; 3.1. Context; 3.2. The Co-Assessment Activity; 4. Methodology; 5. Results and Discussion; 5.1. Students' Questionnaire; 5.2. Content Analysis of the Written Reflections; 5.3. Qualification Outcomes; 6. Conclusions; Acknowledgments; Annex 1. Instructions for the Co-Assessment Task on the Moodle Workshop; References; Chapter 2: Towards an Adaptive e-Assessment System Based on Trustworthiness; 1. Introduction; 2. State of the Art; 2.1. Fundamental Concepts; 2.2. Trust-Based Adaptability; 2.3. Adaptive e-Assessment; 3. Adaptive Trust-Based Model.
505	8		_a4. General Adaptive e-Assessment System4.1. Evidential Module; 4.2. Adaptive Module; 5. Adaptive Trust-Based e-Assessment System; 6. Simulation of a Trust-Based Adaptive Assessment System; 7. Discussion and Challenges; 8. Conclusions and Future Work; Acknowledgments; References; Chapter 3: e-Assessment for Skill Acquisition in Online Engineering Education: Challenges and Opportunities; 1. Introduction; 2. e-Assessment; 3. Formative e-Assessment; 4. e-Assessment Models, Systems, and Tools; 4.1. e-Assessment Systems; 5. Challenges and Opportunities in Online Engineering Education.
505	8		_a5.1. Skill Acquisition5.2. Feedback; 5.3. Formative Skill Assessment; 6. Conclusions; References; Chapter 4: Evaluation Model for e-Assessment; 1. Introduction; 2. The SURE Model; Step 1. Definition of key goals; Step 2. Definition of sub goals; Step 3. Confirmation of evaluation goals; Step 4. Creation of checklist; Step 5. Acceptance of checklist; Step 6. Data collection; Step 7. Data processing; Step 8. The evaluation report; 3. Theoretical Foundation for Data Processing; 4. Examples for the SURE Model; Example 3. The satisfied students; Example 4. The unsatisfied students.
505	8		_aExample 5. The gambling students5. A Tool for e-Assessment With the SURE Model; 6. Conclusion; References; Further Reading; Chapter 5: Confidence and Learning: Affective and Cognitive Aspects in Online Mathematics With Automatic Feedback; 1. Introduction; 1.1. Scenario Under Study; 1.1.1. Teaching methodology; 1.1.2. Students; 1.1.3. The teacher; 2. Theoretical Framework; 2.1. Mathematical Confidence; 2.2. Mathematical Learning; 2.3. The Relationship Between Mathematical Confidence and Mathematical Performance; 3. Research Methodology; 3.1. Participants; 3.2. Data Collection and Analysis.
504			_aIncludes bibliographical references and indexes.
520			_aDiscussing the challenges associated with assessing student progress given the explosion of e-learning environments, this book shows educators how to effectively garner intelligent data from online educational environments that combine assessment and gamification. -- _cEdited summary from book.
650		0	_aComputer-assisted instruction.
650		0	_aIntelligent tutoring systems.
650		7	_aComputer-assisted instruction. _2fast _0(OCoLC)fst00872725
650		7	_aIntelligent tutoring systems. _2fast _0(OCoLC)fst00975916
650		7	_aEDUCATION / Administration / General _2bisacsh
650		7	_aEDUCATION / Organizations & Institutions _2bisacsh
655		4	_aElectronic books.
700	1		_aCaballe, Santi, _d1967- _eeditor.
700	1		_aClaris�o, Robert, _eeditor.
776	0	8	_iPrint version: _z0128036370 _z9780128036372 _w(OCoLC)944210044
830		0	_aIntelligent data centric systems.
856	4	0	_3ScienceDirect _uhttp://www.sciencedirect.com/science/book/9780128036372
999			_c247339 _d247339