Are you spending lots of time conducting and marking formative assessments, tracking the learning progress of your students, and providing early intervention so as to help them learn and achieve better grades? If so, using a Learning Management System (LMS) together with a data analytics tool may help to increase your productivity. In this session, we will cover how Blackboard tools can help you conduct assessments in a paperless manner and automate the marking. You will also learn how data analytics can help you turn raw assessment data into meaningful information which will help you identify the 'at-risk' students that need your extra help, the better ones that need more challenging tasks, and the chapters that may need to be delivered with a different pedagogical approach. Hence, with a robust LMS and a data analytics tool, your quality of teaching and students' learning will help to bring about a higher student success rate.
4. Formative Assessments (Before)
4
Time
consuming to
conduct
assessments
Time
consuming to
mark
assessments
Time consuming to
analyze results and
identify the high
performers and ‘at-
risk’ students
6. Formative Assessments (After)
Export Blackboard data and use Data
Analytics to analyze the results and identify
the high performers and ‘at-risk’ students
6
7. Formative Assessments (After)
Analyze the reasons for the poor results of
the ‘at-risk’ students
7
Poor
attendance Academically
weak
Personal/Family Don’t Wait Till the Last
17. Blackboard LMS has helped us
tremendously improve our
productivity in administering pre
and post assessments
Summary
17
Data Analytics has helped us to identify the
high performers and ‘at-risk’ students in an
efficient way
Good morning Honourable judges, ladies and gentlemen. Welcome to our Project Presentation.
We are from ITE College West, School of Electronics and Information Technology, Security Technology Department and the title of our project is: To Enhance the Efficiency of Administering Curriculum Based Assessments.▼
CURRENT SITUATION
The current practice of administering the curriculum based assessments is:
Lecturer prints and distributes the assessment paper to the students
After attempting the paper, the students mark for each other
Lecturer collects the assessment paper
Lecturer enters the scores into a spreadsheet
Lecturer manually evaluates the results
Lecturer manually identifies the ‘at-risk’ students▼
CURRENT SITUATION
The current practice of administering the curriculum based assessments is:
Lecturer prints and distributes the assessment paper to the students
After attempting the paper, the students mark for each other
Lecturer collects the assessment paper
Lecturer enters the scores into a spreadsheet
Lecturer manually evaluates the results
Lecturer manually identifies the ‘at-risk’ students▼
CURRENT SITUATION
The current practice of administering the curriculum based assessments is:
Lecturer prints and distributes the assessment paper to the students
After attempting the paper, the students mark for each other
Lecturer collects the assessment paper
Lecturer enters the scores into a spreadsheet
Lecturer manually evaluates the results
Lecturer manually identifies the ‘at-risk’ students▼
CURRENT SITUATION
The current practice of administering the curriculum based assessments is:
Lecturer prints and distributes the assessment paper to the students
After attempting the paper, the students mark for each other
Lecturer collects the assessment paper
Lecturer enters the scores into a spreadsheet
Lecturer manually evaluates the results
Lecturer manually identifies the ‘at-risk’ students▼
CURRENT SITUATION
The current practice of administering the curriculum based assessments is:
Lecturer prints and distributes the assessment paper to the students
After attempting the paper, the students mark for each other
Lecturer collects the assessment paper
Lecturer enters the scores into a spreadsheet
Lecturer manually evaluates the results
Lecturer manually identifies the ‘at-risk’ students▼
CURRENT SITUATION
The current practice of administering the curriculum based assessments is:
Lecturer prints and distributes the assessment paper to the students
After attempting the paper, the students mark for each other
Lecturer collects the assessment paper
Lecturer enters the scores into a spreadsheet
Lecturer manually evaluates the results
Lecturer manually identifies the ‘at-risk’ students▼
CURRENT SITUATION
The current practice of administering the curriculum based assessments is:
Lecturer prints and distributes the assessment paper to the students
After attempting the paper, the students mark for each other
Lecturer collects the assessment paper
Lecturer enters the scores into a spreadsheet
Lecturer manually evaluates the results
Lecturer manually identifies the ‘at-risk’ students▼
CURRENT SITUATION
The current practice of administering the curriculum based assessments is:
Lecturer prints and distributes the assessment paper to the students
After attempting the paper, the students mark for each other
Lecturer collects the assessment paper
Lecturer enters the scores into a spreadsheet
Lecturer manually evaluates the results
Lecturer manually identifies the ‘at-risk’ students▼
INTANGIBLE BENEFITS
The intangible benefits of this project are:
Students are able to determine their scores immediately after each attempt
Students are able to see correct answers immediately after each attempt
Module teachers need not print and distribute assessment papers
Error-free marking and processing of results
Great teamwork between module teachers ▼
INTANGIBLE BENEFITS
The intangible benefits of this project are:
Students are able to determine their scores immediately after each attempt
Students are able to see correct answers immediately after each attempt
Module teachers need not print and distribute assessment papers
Error-free marking and processing of results
Great teamwork between module teachers ▼
INTANGIBLE BENEFITS
The intangible benefits of this project are:
Students are able to determine their scores immediately after each attempt
Students are able to see correct answers immediately after each attempt
Module teachers need not print and distribute assessment papers
Error-free marking and processing of results
Great teamwork between module teachers ▼
INTANGIBLE BENEFITS
The intangible benefits of this project are:
Students are able to determine their scores immediately after each attempt
Students are able to see correct answers immediately after each attempt
Module teachers need not print and distribute assessment papers
Error-free marking and processing of results
Great teamwork between module teachers ▼
INTANGIBLE BENEFITS
The intangible benefits of this project are:
Students are able to determine their scores immediately after each attempt
Students are able to see correct answers immediately after each attempt
Module teachers need not print and distribute assessment papers
Error-free marking and processing of results
Great teamwork between module teachers ▼
INTANGIBLE BENEFITS
The intangible benefits of this project are:
Students are able to determine their scores immediately after each attempt
Students are able to see correct answers immediately after each attempt
Module teachers need not print and distribute assessment papers
Error-free marking and processing of results
Great teamwork between module teachers ▼
INTANGIBLE BENEFITS
The intangible benefits of this project are:
Students are able to determine their scores immediately after each attempt
Students are able to see correct answers immediately after each attempt
Module teachers need not print and distribute assessment papers
Error-free marking and processing of results
Great teamwork between module teachers ▼
INTANGIBLE BENEFITS
The intangible benefits of this project are:
Students are able to determine their scores immediately after each attempt
Students are able to see correct answers immediately after each attempt
Module teachers need not print and distribute assessment papers
Error-free marking and processing of results
Great teamwork between module teachers ▼