Integration of Technical Teaching and Assessment Based on the Four E Framework

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Author(s): Tao Wu (Zhujiang College of South China Agricultural University, China), Maiga Chang (School of Computing and Information Systems, Athabasca University, Canada)and Xiaofen Ye (Zhujiang College of South China Agricultural University, China)
Copyright: 2023
Pages: 26
Source title: Handbook of Research on Advancing Equity and Inclusion Through Educational Technology
Source Author(s)/Editor(s): Paula Escudeiro (ISEP, Polytechnic of Porto, Portugal & GILT, ATHENA European University, Portugal), Nuno Escudeiro (ISEP, Polytechnic of Porto, Portugal & GILT, ATHENA European University, Portugal)and Oscar Bernardes (ISEP, Polytechnic of Porto, Portugal & University of Aveiro, Portugal & GILT, ATHENA European University, Portugal)
DOI: 10.4018/978-1-6684-6868-5.ch002

Keywords: Educational Technologies / Gender & Diversity / Information Science Reference / Medicine & Healthcare

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Abstract

In higher education, the evaluation of students' academic performance has always been a very challenging task. The lecturer's summative evaluation of the students is often carried out at the end of the semester or after the phased study. Throughout their studies, students will encounter challenging tasks that require supervision and helpful intervention. Through empirical cases, we found that students' academic performance is closely related to their intrinsic motivation and self-efficacy. Our suggestion after empirical research is to embed assessment metacognition into some courses as a basis for designing course content. Some of our research on intrinsic motivation includes 1) adding game-based reward strategies to the curriculum, 2) proposing some collaborative group projects to encourage active participants, 3) encouraging interaction with different cultural backgrounds.

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Integration of Technical Teaching and Assessment Based on the Four E Framework

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