A framework for the use of online technology and Sakai tools in assessment

Pre-presentation exercise
While you are waiting, please use the Post-Its to do the following exercises:
Write down the names of some tools/applications you use in assessment, includes Sakai and other systems, institutional & cloud computing software
Briefly describe one example of how you (or others you work with) use educational technology in assessment
Put down your role (lecturer, educational designer, manager etc.)

A framework for the use of educational technology and Sakai tools in assessment Janet Buchan Educational Technologist Division of Learning & Teaching Services

Aims
To present a pedagogical framework for the use of online technology in assessment
To get feedback from audience on what Sakai & Web 2.0 tools they are using for assessment to build on the framework
To match the technical and pedagogical affordances of individual assessment tools with the cognitive domains of the subject objectives
To demonstrate the affordances of the Sakai , & Web 2.0 tools to be used for assessment
To promote learner oriented assessment & assessment for learning not assessment of learning
Listen and learn – a two way process

Assessment is a continuum Assessment for learning Assessment of learning Formative assessment Summative assessment Learner oriented assessment

Captivate quiz

What online tools the audience uses in online assessment

Online tools used in assessment
EASTS / online marking
Turnitin
OASIS
Test Centre
Forums
Wiki
Resources
Modules
Chat
ePortfolio
Captivate/Camtasia
CD ROMs
eSims
Podcasting/vodcasting
Add more….

Cloud computing

Back to basics Effective use of educational technology in assessment?
Constructive alignment in learning objectives and assessment
Constructive alignment in ICT-enabled learning activities
Keep it simple

Cognitive domains covered in objectives
Knowledge - involving straight recognition or recall
Comprehension - where relationships between pieces of information are recognised; where the context of knowledge can be described
Application - where knowledge can be used in a new setting; the emphasis here is on the use of knowledge and not just the recognition of its context
Analysis - where complex problems can be broken down into components which can be worked on
Synthesis - involving the creation of a final product (a product design, a research plan etc.)
Evaluation - where judgments about appropriateness and quality are involved
Bloom’s taxonomy

Knowledge Knowledge Sample Objective involving straight recognition or recall define the terms agonist, antagonist, efficacy and potency

Knowledge – ICTs

Comprehension Comprehension Sample Objective where relationships between pieces of information are recognised; where the context of knowledge can be described name the major classes of diuretics and explain their mechanism of action

Comprehension - ICTs

Application Application Sample Objective where knowledge can be used in a new setting; the emphasis here is on the use of knowledge and not just the recognition of its context be able to apply understandings derived from the preceding task to broader contexts in regard to the enhancement of student learning via school/educational leadership, as well as to the students and their schools' own leadership for learning practices

Application - ICTs

Analysis Analysis Sample Objective where a complex problems can be broken down into components which can be worked on Be able to design and undertake field vegetation surveys Be able to manipulate data in spreadsheet programs such as Microsoft Excel

Analysis - ICTs

Synthesis Synthesis Sample Objective involving the creation of a final product (a product design, a research plan etc.) devise usable ideas and experiences that are able to be implemented in early childhood services to provide for the wellness and wellbeing of the people there

Synthesis - ICTs

Evaluation Evaluation Sample Objective where judgments about appropriateness and quality are involved Explain how critical issues are currently being addressed coherently through catchment management, capacity building and social justice processes and critically appraise the ability of these approaches to enhance outcomes at the landscape scale.

Evaluation - ICTs

Examples & other applications/tools to develop & assess the different cognitive domains
Add more

Feedback from the students
Keep it simple
Give us clear instructions
Outcomes & not the technology should be the focus
Technology should not be a barrier – give us adequate preparation & training
Not for me!
We love it!

Risk management
Plan well
Know the affordances of the technology – what it CAN’T do is as important as what it CAN do
For CSU
Need a comprehensive guidelines and adequate policy for educational technology in assessment at CSU

Aims
To present a pedagogical framework for the use of online technology in assessment
To get feedback from audience on what Sakai & Web 2.0 tools they are using for assessment to build on the framework
To match the technical and pedagogical affordances of individual assessment tools with the cognitive domains of the subject objectives
To demonstrate the affordances of the Sakai , & Web 2.0 tools to be used for assessment
To promote learner oriented assessment & assessment for learning not assessment of learning
Listen and learn – a two way process

Abstract
This paper presents a pedagogical framework for the use of online technology in assessment. Assessment is widely recognised as needing to be a fundamental part of the learning design and curriculum planning. Through pedagogical principles and good, sound learning design this paper promotes a seamless integration of the use of educational technology in assessment.
The framework presented matches the technical and pedagogical affordances of individual tools with the cognitive domains of the subject objectives. Grounded in learning design, the framework thus supports learner oriented assessment and promotes assessment for learning rather than assessment of learning.
There is deliberately no emphasis on distinguishing ‘online assessment’ from ‘assessment’ because the online tools are simply an extension of the medium through which assessment can be conducted. By grounding the affordances of the CSU Interact tools used for assessment in a pedagogical framework, educational designers and teaching staff can design a holistic learning experience .

A framework for the use of online technology and Sakai tools in assessment

by AuSakai on Sep 25, 2009

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A framework for the use of online technology and Sakai tools in assessment — Presentation Transcript