Collaboration process for authentic assessment in technical education

Shreyas Suresh Rao, Ashalatha Nayak

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

Many countries have adopted Outcome based Education (OBE) as a measure of quality assurance in technical education. Traditional and authentic assessments aim at measuring student performance in OBE. While traditional assessments employ conventional methods of testing student knowledge, authentic assessments are more pragmatic and aim to integrate knowledge, attitudes of students in professional context. In hierarchy based educational system wherein a technological university affiliates multiple institutions, it is observed that there is no systematic collaboration process for authentic assessment. The paper proposes a solution to automate the collaboration process for authentic assessment between a university and its affiliated institutions.

Original languageEnglish
Title of host publicationProceedings of the 2015 IEEE 3rd International Conference on MOOCs, Innovation and Technology in Education, MITE 2015
PublisherInstitute of Electrical and Electronics Engineers Inc.
Pages267-272
Number of pages6
ISBN (Electronic)9781467367462
DOIs
Publication statusPublished - 07-01-2016
Event3rd IEEE International Conference on MOOCs, Innovation and Technology in Education, MITE 2015 - Amritsar, Punjab, India
Duration: 01-10-201502-10-2015

Conference

Conference3rd IEEE International Conference on MOOCs, Innovation and Technology in Education, MITE 2015
CountryIndia
CityAmritsar, Punjab
Period01-10-1502-10-15

All Science Journal Classification (ASJC) codes

  • Computer Networks and Communications
  • Education

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    Rao, S. S., & Nayak, A. (2016). Collaboration process for authentic assessment in technical education. In Proceedings of the 2015 IEEE 3rd International Conference on MOOCs, Innovation and Technology in Education, MITE 2015 (pp. 267-272). [7375328] Institute of Electrical and Electronics Engineers Inc.. https://doi.org/10.1109/MITE.2015.7375328