Closing the loop:  identifying  effective formative  assessment practices  in open  and distance learning  Stylianos Hatzi...
Project team  <ul><ul><li>Paul Black (King’s) </li></ul></ul><ul><ul><li>Stylianos Hatzipanagos (King’s) </li></ul></ul><u...
Closing the loop:  <ul><li>explored policy, teaching practices and tutor views in three Open and Distance Learning environ...
Formative (FA) and summative (SA) assessment <ul><li>Formative or assessment for learning </li></ul><ul><li>(Albon, 2003; ...
ODL <ul><li>ODL environments :  </li></ul><ul><li>necessity for FA practices.  </li></ul><ul><li>proactive in FA practices...
FA and technologies <ul><li>learning technologies promote innovative assessment practices and lead to deeper thinking abou...
Tutor engagement <ul><li>Disjunction between beliefs, ambitions and pragmatic approaches to the use of FA.  </li></ul><ul>...
<ul><li>S ignificant number of tutors engaged in FA but not extensively in what we considered as FA.  </li></ul><ul><li>No...
e-assessment: range of  technologies <ul><li>Non-formative </li></ul><ul><ul><li>Objective tests (they ‘disagree’ with cer...
Conclusions  FA practices can be problematic in courses with emphasis on end of year assessments as the ‘closing the loop’...
If you are interested to find out more … <ul><li>email  [email_address] </li></ul>
Upcoming SlideShare
Loading in …5
×

CDE Conference 09/02/2009. S Hatzinpanagos. Closing the loop: identifying effective formative assessment practices in open and distance learning

865 views
796 views

Published on

Research in Distance Learning: from present findings to future agendas. Evaluation and Assessment strand presentation.
Dr Stylianos Hatzipanagos, King's Institute of
Learning and Teaching, King's College London

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
865
On SlideShare
0
From Embeds
0
Number of Embeds
2
Actions
Shares
0
Downloads
33
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

CDE Conference 09/02/2009. S Hatzinpanagos. Closing the loop: identifying effective formative assessment practices in open and distance learning

  1. 1. Closing the loop: identifying effective formative assessment practices in open and distance learning Stylianos Hatzipanagos King's College London
  2. 2. Project team <ul><ul><li>Paul Black (King’s) </li></ul></ul><ul><ul><li>Stylianos Hatzipanagos (King’s) </li></ul></ul><ul><ul><li>Ana Lucena (IOE) </li></ul></ul><ul><ul><li>Bob McCormick (OU) </li></ul></ul><ul><ul><li>Steven Warburton (King’s) </li></ul></ul>
  3. 3. Closing the loop: <ul><li>explored policy, teaching practices and tutor views in three Open and Distance Learning environments. </li></ul><ul><li>investigated relationship between formative assessment and learning technologies </li></ul>
  4. 4. Formative (FA) and summative (SA) assessment <ul><li>Formative or assessment for learning </li></ul><ul><li>(Albon, 2003; Wiliam et al., 2004; Nicol & MacFarlane-Dick, 2004; Black, 2005) </li></ul><ul><li>Duality “SA/FA” may not represent opposite poles of assessment </li></ul><ul><li>(Hargreaves, 2005; Dylan, 2006) </li></ul><ul><li>FA is SA with feedback, which can be used by the learner (Taras 2005) </li></ul><ul><li>positive implications for student learning </li></ul><ul><li>allows students to play a more active role in management of own learning (Nicol 1997) </li></ul>
  5. 5. ODL <ul><li>ODL environments : </li></ul><ul><li>necessity for FA practices. </li></ul><ul><li>proactive in FA practices out of need to provide systematic feedback to students. </li></ul>
  6. 6. FA and technologies <ul><li>learning technologies promote innovative assessment practices and lead to deeper thinking about how tutors conceptualise assessment in higher education (McCormick 2004). </li></ul><ul><li>assessment practices have been supported by technology for many years. However… </li></ul><ul><li>… .main focus on developing tools such as objective tests rather than addressing fundamental issues, such as how they can be used to support effective assessment approaches (Nicol and Milligan, 2006). </li></ul>
  7. 7. Tutor engagement <ul><li>Disjunction between beliefs, ambitions and pragmatic approaches to the use of FA. </li></ul><ul><li>Practitioners’ attitudes to FA context-dependent and sometimes discipline-oriented. </li></ul><ul><li>Classification of approaches in two substantial groups and one smaller: </li></ul><ul><li>The first two claimed that they were proponents of FA; </li></ul><ul><li>they either used FA in their practices (group 1) </li></ul><ul><li>or claimed that they did not, however they would consider it if pragmatic constraints allowed it (group 2) </li></ul><ul><li>Third smaller group did not consider FA necessary for their context. </li></ul>
  8. 8. <ul><li>S ignificant number of tutors engaged in FA but not extensively in what we considered as FA. </li></ul><ul><li>No tion of FA varied e.g. often was equated to ‘continuous assessment’. </li></ul><ul><li>Formats of assessment have changed because of the possibilities new technologies can afford </li></ul>
  9. 9. e-assessment: range of technologies <ul><li>Non-formative </li></ul><ul><ul><li>Objective tests (they ‘disagree’ with certain disciplines) </li></ul></ul><ul><ul><li>Model answers received or revealed after students submit an answer, as non-personalised feedback </li></ul></ul><ul><ul><li>Electronic submission of coursework </li></ul></ul><ul><ul><li>Formative </li></ul></ul><ul><ul><li>Communication tools in VLEs </li></ul></ul><ul><ul><li>Online tutorials </li></ul></ul><ul><ul><li>Games that allow monitoring and intervention </li></ul></ul><ul><ul><li>Audio to canvas opinions/understanding of concepts/issues. Audio more meaningful conceptually than video </li></ul></ul><ul><ul><li>Tools such as certainty based marking </li></ul></ul><ul><ul><li>Videoconferencing </li></ul></ul><ul><ul><li>Social software: Blogs </li></ul></ul><ul><ul><li>e-portfolios </li></ul></ul>
  10. 10. Conclusions FA practices can be problematic in courses with emphasis on end of year assessments as the ‘closing the loop’ component of the assessment process very rarely takes place. FA can enrich e-learning approaches by making the feedback central to all assessment activities. e-assessment tools promote a dialogue in relation to feedback, peer and self assessment activities which by their nature place the student at the centre of the educational process.
  11. 11. If you are interested to find out more … <ul><li>email [email_address] </li></ul>

×