DIGITAL ASSESSMENT
 

DIGITAL ASSESSMENT

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DIGITAL ASSESSMENT
Kurt Gammelgaard Nielsen, University of Southern Denmark

On the basis of a conscious approach to active learning and activating teaching as well as E-learning, University of Southern Denmark (SDU) has implemented digital assessments. All assessments of the 5 faculties and 5 campuses were digital, and students had handed in a total of 75.000 digital assessments in 2013.

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    DIGITAL ASSESSMENT DIGITAL ASSESSMENT Presentation Transcript

    • Digital assessment Kurt Gammelgaard Nielsen CIO University of Southern Denmark
    • ABOUT ME Kurt Gammelgaard Nielsen CIO University of Southern Denmark kgn@sdu.dk I have used Blackboard for 6 years. I have been the president of the student union at my university ( 15 years ago).
    • ABOUT MY INSTITUTION Etablished 1966. Merger of 4 partners in 1998. 5 faculties: Engineering, Science, Health Sciences, Humanities, Business and Social Sciences 6 campuses – Odense is the main campus Students, no (oct. 2012): 26,034 (of which from other countries: 4,104) Programs, no : 222 (of which in English: 81)
    • WHAT WE ARE GOING TO LEARN TODAY Why we have digital assessments Hands-on presentation of how digital assessments are conducted at SDU Do’s and don’ts for digital assessments
    • OUR CHALLENGE Vice-chancellor ” We will have no paperbased exam, only digital exams” Challenge: Conduct 75.000 exam pr. year in a feasible way and with generally accepted criteria for quality of good assessments. SDU decided to start a project to implement digital assessment in May 2010.
    • OUR SOLUTION By the exam term of January 2014 the formal goal of the implementation project – all written exams should be digital – was reached by all 5 faculties and 5 campuses. Paper is no longer used at exams, and the students handed in a total of 75.000 digital assignments in 2013
    • WHY DIGITAL ASSESSMENTS Validity – the assessment measures the whole testable domain (knowledge, skills, competences) that it is supposed to measure. Reliability – the assessment is reliable – i.e. there is a consistent discrimination between good and poor performance.
    • WHY DIGITAL ASSESSMENTS Acceptability – the assessment is widely accepted as being ‘good’ by students and faculty. Feasibility – the resources, which are required to conduct the assessment, are available
    • HERE’S HOW WE USED BLACKBOARD
    • OUR RESULTS Digital assessment helps us to test what we want to test by offering new opportunities and tools in search of increased validity and reliability. First and foremost, the students work with their computer when they study, and now they can do so at assessment as well. It is therefore potentially possible to obtain a larger degree of alignment between teaching and assessment.
    • OUR RESULTS The acceptability of digital assessment is high among students, but possibly lower among faculty members. It can be assumed that faculty member acceptability will increase as digital assessment is developed more.
    • OUR RESULTS Improved possibilities for testing the reliability of a digital test exam, and thereby improved possibilities for developing exams towards better reliability
    • OUR RESULTS The ressources have been present, and the goal of feasibility of digital assessment has been partly achieved, due to automation of workflow and due to students bringing their own computer (BYOD). We expect that we in the coming years will be able to diversify and re-allocate the costs, and thereby achieve higher feasibility.
    • THANK YOU! Kurt Gammelgaard Nielsen CIO University of Southern Denmark kgn@sdu.dk