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  • Learning2 0 assessment

    1. 1. Learning 2.0 Fresh Questions for Educational Assessment
    2. 2. Prologue: The Wikipedia Debate
    3. 7. Individual / Certified On-Going / Disclaimers and Discussions Community / Anonymous One-Off / Definitive Continuous / Instantaneous Virtually None / Time-Lagged Conversation / Collaboration Critical Credentials / Teamplay Ignored Source of Knowledge ‘ Shape’ of Knowledge Correction Authority
    4. 8. If the nature of knowledge is shifting, what about the assessment of knowledge?
    5. 10. Conventional Teaching Learner-Centered Teaching 1. 2.
    6. 11. Conventional Assessment Learner-Centered Assessment 1. 2.
    7. 12. “ Learner-centered education means that the students are active participants in learning and co-constructors of knowledge ” (Meece, 2003)
    8. 15. No longer ‘teaching’ and ‘assessment’, but learning tasks
    9. 16. Learning Tasks... <ul><li>Relates authentically (directly) to learning objectives i.e. minimal separation of ‘teaching’ and ‘learning’ </li></ul><ul><li>Engages students i.e. nurtures participation and involvement </li></ul><ul><li>Focuses on task completion not group ranking </li></ul>
    10. 20. Learning Tasks... <ul><li>Elicits student’s unique understanding or handling of situation </li></ul><ul><li>Develops higher skills along Bloom’s taxonomy </li></ul><ul><li>Stimulates reflection on learning process and encourages meaning-making </li></ul>
    11. 21. Bloom’s Taxonomy : Cognitive Domain Diploma Bachelor Post-Grad
    12. 22. In 2001, there was a revision to Bloom’s…
    13. 24. Learning is creating meaning and knowledge forms
    14. 25. Learning Tasks may also be... <ul><li>Designed by students themselves </li></ul><ul><li>Multi-disciplinary </li></ul><ul><li>Peer-to-peer assessed </li></ul><ul><li>Technological enable and enabling </li></ul><ul><li>Online </li></ul>
    15. 29. Online Discussions 30% Team Assignments (incl. Peer-2-Peer) 20% Individual Assignments 25% Final 24-hr, ‘ Open Book’ Exam 25%
    16. 31. Our Second Life project assessment consisted of reflection essays, chat transcripts, peer evaluations , and a post-project survey that measures the learning motive, attitudes, level of difficulty, and the time used to complete the project. (Schiller, 2009)
    17. 32. Examples <ul><li>Language </li></ul><ul><ul><li>Compose a text for a brochure which covers selected themes </li></ul></ul><ul><ul><li>Put the brochure online and get other students to post feedback </li></ul></ul><ul><li>History </li></ul><ul><ul><li>Make a video about WW2 using </li></ul></ul><ul><li>Biology </li></ul><ul><ul><li>Produce a high-resolution graphic of insects’ digestive systems </li></ul></ul><ul><ul><li>Create a new kind of flower? </li></ul></ul>
    18. 33. Examples <ul><li>Science </li></ul><ul><ul><li>Find a scene from a movie and 1) highlight the scientific problems 2) discuss possible real-world applications </li></ul></ul><ul><ul><li>E.g. Spiderman, Matrix, Batman </li></ul></ul><ul><li>Human Geography </li></ul><ul><ul><li>Interview selected people (police, shop-owners, etc.) about BERSIH </li></ul></ul><ul><li>Physical Geography </li></ul><ul><ul><li>Start a garden, plant at least 3 varieties of plants, produce a portfolio at end of semester </li></ul></ul>
    19. 34. Exercise! Design Learning Tasks (give hand-outs)
    20. 35. Design a Learning Task <ul><li>List down learning objectives </li></ul><ul><li>Review ‘learning task’ criteria </li></ul><ul><li>Design learning tasks which meet at least 4-5 criteria </li></ul>
    21. 36. Pop-Quiz!
    22. 37. Please exchange papers? 
    23. 38. RM350 million allocated to boost efforts to cut down crime index, and establish 25 special courts to expedite prosecution
    24. 39. RM29.3 billion allocated for Education Ministry and RM10.2 billion for Higher Education Ministry
    25. 40. To increase PhD qualified academic staff to 75% in research universities and 60% in other public institutions of higher learning
    26. 41. How can we improve our feedback to learners?
    27. 42. Assessments can be categorised in a few ways…
    28. 43. Analytical / Objective / Efficient Marking
    29. 44. Global / Impressionistic / ‘Subjective’ Holistic Marking
    30. 45. Formal Assessment
    31. 46. Informal Assessment
    32. 47. Formative Assessment
    33. 48. Summative Assessment
    34. 49. Norm- Referenced
    35. 50. Criterion-Referenced
    36. 51. Examples of Rubrics
    37. 54. In Summary…
    38. 56. Traditional Emerging Preparing students for professorship / De-contextualised Training students for real-world action Lower Order Thinking Higher Order Skills Teacher-Assessed Peer-Assessed Individual Collaborative Conformity expected Creativity demanded
    39. 57. “ Less” More! Negative Comments Corrective / Constructive Comments Analytical Global / Holistic Norm-Referenced Criterion-Referenced / Rubrics Summative Assessment Formative (Timely) Assessments
    40. 58. THANK YOU! http://tlc-kdu.blogspot.com http://sites.google.com/site/mrjonsapps/technology-education http://www.teachersatrisk.com http://thefischbowl.blogspot.com

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