Designing a 21st Century Assessment in EFL Learning Context
نویسندگان
چکیده
منابع مشابه
Designing blended learning interventions for the 21st century student.
The learning requirements of diverse groups of students in higher education challenge educators to design learning interventions that meet the need of 21st century students. A model was developed to assist lecturers, especially those that are new to the profession, to use a blended approach to design meaningful learning interventions for physiology. The aim of the model is to encourage methodic...
متن کاملMedical Education in 21st-century
Medical education play an important role in health of people in 20st-century, but this system has to change overtime. Medical education must respond to not only the demand of community at larg but also to changing in new technologies. Medical education have been criticized in last two decades of 20st-century, because of producing too many specialists focus on treatment instead of health, insuf...
متن کاملTechnology Enhanced Formative Assessment for 21st Century Learning
This paper is based on the deliberations of the Assessment Working Group at EDUsummIT 2015 in Bangkok, Thailand. All of the members of Thematic Working Group 5 (TWG5) have contributed to this synthesis of potentials, concerns and issues with regard to the role of technology in assessment as, for and of learning in the 21st century. The group decided to focus primarily on formative assessment ra...
متن کاملA Learning Theory for 21st-Century Students
According to a 2008 Pew report, 97% of American teens aged 12-17 play computer, console, or cell phone games, and three-fourths of these teens play them with others at least some of the time (Lenhart et al. 2008). 93% use the Internet, 61% go online daily, and 51% create content that others can view online (Lenhart et al. 2007). Eleven million students under the age of 18 use MySpace (Owyang 20...
متن کاملذخیره در منابع من
با ذخیره ی این منبع در منابع من، دسترسی به آن را برای استفاده های بعدی آسان تر کنید
ژورنال
عنوان ژورنال: KnE Social Sciences
سال: 2019
ISSN: 2518-668X
DOI: 10.18502/kss.v3i10.3915