LIN3 2013: 5. technical and pedagogical assessment handout

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LIN3 2013: 5. technical and pedagogical assessment handout

  1. 1. Learning  in  Networks  3      5.  Technical  and  pedagogical  assessment    Video  lecture:  Part  1  Anu  Ylitalo  Tritonia  EduLab  2013  
  2. 2. Today  we  will  focus  on:  •  The  technical  and  pedagogical  assessment  and  further  development  of  a  web-­‐based  course  •  Tools  for  evaluaHng  a  web-­‐based  course  
  3. 3. Technical  and  pedagogical  assessment  Todays  topic:  1.  Assessing  the  students’  competencies  2.  Assessing  and  developing  the  course  1.  Technical  evaluaHon  2.  Pedagogical  evaluaHon  3.  Developing  the  course  further  
  4. 4. In  the  1.  part  of  the  video  lecture  Assessing  the  students’  competencies  1.  Assessment  in  general  2.  The  purposes  of  the  assessment  3.  Assessment  according  to  construcHve  alignment    4.  High-­‐quality  teaching  and  learning  5.  Assessment  in  web-­‐based  teaching  6.  Different  ways  of  assessment  7.  Different  assessment  methods  8.  Assessment  matrix  9.  ReflecHon  regarding  assessment  ©  Copyright  2012  Anu  Ylitalo        Tritonian  EduLab  
  5. 5. 1.1  Assessment  (Lindblom-­‐Ylänne  &  Nevgi,  2009)  A  process    •  of  obtaining  informaHon  to  make  educaHonal  decisions  about  students  •  to  give  feedback  to  the  student  about  his/her  progress,  strengths  and  weakness  (Kellaghan  &  Greaney,  2001).  During  or  aaer  the  course  the  teacher  assesses  how  well  the  students  have  achieved  the  learning  outcomes  set  for  the  course  (Lindblom-­‐Ylänne  &  Nevgi,  2009).    A  way  give  a  course  grade  according  to  assessment  criteria.  
  6. 6. 1.2  The  purposes  of  assessment  (Trober,  2006)  The  purposes  of  assessment:  1.  provide  useful  and  Hmely  feedback  2.  moHvate  3.  support  the  learning  process    (  >  lead  to  improved  performance)  Assessment  is  •  the  most  important  tool  to  support  students’  learning  •  an  essenHal  quality  assurance  measure  in  university  educaHon  
  7. 7. 1.3  Assessment  according  to  construcHve  alignment  (Biggs,  2009)  The  assessment  method  has  a  strong  effect  on  how  the  student  studies  and  learns  in  the  course:  •  Learning  strategy  (surface  or  deep  learning)  •  Abending  the  lectures  •  Use  of  Hme    Assessment  method  should  be  aligned  with  the  learning  outcomes  and  teaching  methods  The  assessment  should  support  the  learning  acHviHes,  which  promote  reaching  the  intented  learning  outcomes  
  8. 8. 1.4  High-­‐quality  teaching  and  learning  (Löfström  &  al.  2010)  In  high-­‐quality  teaching,  the  planning,  implementaHon  and  assessment,  follow  the  principles  of  construcHve  alignment  •  Promotes  the  student  become  an  expert  High-­‐quality  learning  •  A  process,  where  the  student  becomes  an  expert  in    his/her  own  field  (DefiniHon  of  high  quality  teaching  and  learning  by  The  Centre  for  Research  and  Development  of  Higher  EducaHon  at  the  University  of  Helsinki)  
  9. 9. 1.5  Assessment  in  web-­‐based  teaching    (Myringer  &  Wigforss  2003)  Assessment  in  web-­‐based  teaching  •  Clear  intented  learning  outcomes  •  Assessing  how  well  the  students  have  been  achieved  the  intented  learning  outcomes  •  MulHple  assessment  methods  •  Informing  about  the  assessment  for  the  students  •  PromoHng  the  students’  competencies  and  learning  by  assessment  
  10. 10. 1.6  Different  ways  of  assessment  (AlaouHnen  &  al.,  2009;  Hyppönen  &  al.,  2009)    Assessment  can  be  based  on    •  Assessment  made  by  teacher,    self-­‐assessment,  peer-­‐assesment  •  QuanHtaHve  and  qualitaHve  assessment  •  Final  exam  or  conHnuous  assessment  Different  assessment  methods    (tradiHonal  examinaHon  or  different  variaHons  of  it,  e.g.  learning  assignments,  conHnuous  assessment)  
  11. 11. 1.7  Different  assessment  methods  (AlaouHnen  &  al.,  2009;  Hyppönen  &  al.,  2009)  •  Wriben  examinaHon  •  Oral  examinaHon  •  Group  examinaHon  •  Literature  examinaHon  •  Entry-­‐level  test  •  ConHnuous  assessment  •  Case  exerices  •  Seminar  projects    •  Wriben  reports  on  laboratory  or  design  assignments  •  Essays  /  Wriben    products  •  Homework  •  PresentaHon  or    seminar  presentaHon  •  Project    •  Opponent  work    •  Learning  journal  •  Porpolio  
  12. 12. 1.8  Assessment  matrix    (E.g.  Biggs,  2009)                                  Grade    ILOs    1-­‐2  (Passable)  2-­‐3  (Sa9sfactory)  3-­‐4  (Good)  4-­‐5  (Excellent)  1.  Intented  learning  outcome  -­‐  Criterion  -­‐  Criterion  -­‐  Etc...  2.  Intented  learning  outcome  3.  Intented  learning  outcome  
  13. 13. Consider  Consider  preliminary  and  you  can  also  write  down:  Your  course  project:  1.  How  will  be  the  students’  competencies  assessed    in  the  course?  2.  How  is  the  assessment  aligned  with  the  intented  learning  outcomes?  3.  What  kind  of  learning  processes  does    the  assessment  promote?  4.  Is  feedback,  peer-­‐assessment  or    self-­‐assessment  used  in  the  course?  ©  Copyright  2012  Anu  Ylitalo        Tritonian  EduLab  
  14. 14. Learning  in  Networks  3      5.  Technical  and  pedagogical  assessment    Video  lecture:  Part  2  Anu  Ylitalo  Tritonia  EduLab  2013  
  15. 15. In  the  2.  part  of  video  lecture  …  Course  evaluaHon  and  development  1.  EvaluaHon  of  the  course  –  general  informaHon  2.  EvaluaHon  of  the  technical  usability  3.  EvaluaHon  of  the  pedagogical  usability  4.  PossibiliHes  for  collecHng  feedback  to  develop  the  course  5.  QuesHons  for  evaluaHng  the  course  ©  Copyright  2012  Anu  Ylitalo        Tritonian  EduLab  
  16. 16. 2.0  EvaluaHon  of  the  course  –  general  informaHon  (LIN3-­‐material,  2010)  When  evaluaHng  ICT-­‐teaching  applicaHons    (e.g.  learning  environments)  there  are  two  viewpoints:  1.  The  technical  usability  of  the  web-­‐based  course    2.  The  pedagogical  usebility  of  the    web-­‐based  course  
  17. 17. 2.1  EvaluaHon  of  the  technical  usability  1  (LIN3-­‐material,  2010)    The  usability  of  the  applicaHon  when  it  is  used  for  learning  •  The  characterisHcs  of  the  applicaHon  The  applicaHon  is  usable  in  teaching  and  learning,  when  it  promotes  learning  or  the  processes  of  learning    
  18. 18. 2.2  EvaluaHon  of  the  technical  usability  2  When  evaluaHng  the  usability  the  following  aspects  should  be  taken  into  account:    •  Visuality  •  Technical  realisaHon  •  Text  readability  •  Use  of  media  elements  •  NavigaHon  
  19. 19. 2.3  EvaluaHon  of  the  pedagogical  usability  1  •  It  is  evaluated  how  the  web-­‐based  course  promotes  students’  learning  •  It  is  evaluated  how  the  following  aspects  of  the  web-­‐based  course  promote  the  students’  learning:    •  Support  for  the  learning  process  (in  general)  •  FuncHonality  of  the  web  environment  •  Technology  and  tools  •  Structure    •  Contents    •  Learning  materials    •  Assignments  •  InstrucHons    •  InteracHvity    •  ConstrucHve  alignment  of  the  learning  process    
  20. 20. 2.4  EvaluaHon  of  the  pedagogical  usability  2  EvaluaHon  based  on  the  principles  of  meaningful  learning:  •  AcHvity    •  ConstrucHvity    •  CollaboraHon    •  IntenHonality  •  Contextuality    •  ReflecHon  •  Transfer  effect  Course  feedback  and  self-­‐assessment  can  be  uHlised  for  the  evaluaHon  
  21. 21. 2.5  PossibiliHes  for  collecHng  feedback  to  develop  the  course  (Asko  Karjalainen,  2005)  •  Feedback  forms  •  Discussions  •  ObservaHon  •  Developmental  days  for  feedback  and  themes  •  Porpolio  •  Spontanious  guidance  and  communicaHon  •  Feedback  via  the  internet  •  Self-­‐assessment  •  Consider:  what,  where,  when,  how?  
  22. 22. 2.6  QuesHons  for  evaluaHng  the  course  (Löfström  &  al.  2010)  QuesHons  for  evaluaHng  the  course  can  be  acquired  from  many  sources  •  Löfström  &  al.  (2010).  Quality  Teaching  In  Web-­‐Based  Environment  -­‐book    Appendix  3a:  Course  assessment  –  quesHonnaire  for  the  teacher  (p.  98)    Appendix  3b:  Course  assessment  –  quesHonnaire  for  the  student  (p.  106)  Topic  examples  of  the  quesHons:  •  ILOs,  contents,  learning  process  and  teaching  methods  •  Learning  environment,  resources,  instrucHng  students,  assessment  
  23. 23. Consider  Consider  preliminary  and  you  can  also  write  down:  ©  Copyright  2012  Anu  Ylitalo        Tritonian  EduLab  Your  course  project:    1.  Technical  usability  –  what  observaHons  you    have  noHced?    2.  Pedagogical  usability  -­‐  what  observaHons  you  have  noHced?    3.  PossibiliHes  for  collecHng  feedback  to  develop    the  course  4.  What  quesHons  would  you  like  to  include    for  evaluaHng  the  course  
  24. 24. Learning  in  Networks  3      5.  Technical  and  pedagogical  assessment    Video  lecture:  Part  3  Anu  Ylitalo  Tritonia  EduLab  2013  
  25. 25. Part  3  of  the  video  lecture  1.  Further  development  of  the  course  and  web-­‐based  teaching  1.  General  informaHon  on  developing  the  course  further  2.  Developing  the  course  further  in  pracHce  3.  In  conclusion  2.  To  do  -­‐list  ©  Copyright  2012  Anu  Ylitalo        Tritonian  EduLab  
  26. 26. 3.1  General  informaHon  on  how  to  develop  the  course  further    (Löfström  &  al.  2010)  •  During  upcoming  courses  it  is  worth  to  use  the  successful  methods  created  during  this  course  and  to  develop  the  web-­‐based  teaching  •  When  developing  the  course  you  can  uHlise  the  course  feedback  and  self-­‐assessment  •  Remember  to  document  the  development  targets  and  ideas  •  The  main  objecHve  is  to  promote  the  student’s  learning  
  27. 27. 3.2  Developing  the  course  further    in  pracHce  1  1.  Pedagogical  development  2.  Contentual  development  3.  Technical  development  •  Which  things  worked  well  on  the  course?  •  Which  things  would  you  like  to  develop  in  the  future?  The  goal  with  evaluaHon  and  further  development  is  to  develop  web-­‐based  courses  that  work  beber  than  before  
  28. 28. 3.3  Developing  the  course  further  in  pracHce  2  Other  things  to  consider    •  How  many  students  have  completed    the  course?    •  How  acHvely  have  students  worked  on  the  web-­‐based  environment?    •  Level  of  study  performance  Your  web-­‐based  course  evaluaHon  is  the  basis  for  your  next  web-­‐based  course,  which  will  be  beber  than  the  previous  one!    
  29. 29. In  conclusion    (Löfström  &  al.  2010)  •  Planning  and  implemenHng  the  teaching  is  a  conHnuum    – Create  a  basis  for  the  following  courses  •  The  development  of  some  teachers  oaen  leads  to  the  development  of  the  whole  community    •  Web-­‐based  teaching  is  one  thing  that  enables  quality  in  teaching  and  deep  learning  strategy  
  30. 30. To  do  -­‐list  1.  Finish  the  building  of  the  course  into    the  web-­‐environment  2.  Test  and  open  your  course  to  the  students  3.  Implement  the  course  (if  it  is  ready)  4.  Assess  and  develop  the  course  further  5.  Do  the  5th  assignment:  The  plan  for  technical  and  pedagogical  assessment  (in  LIN3  Moodle)  6.  Personal  Mentor  MeeHng  weeks  18-­‐19  7.  LIN3-­‐course  final  seminar  xx.x.2013,  at  x-­‐x  o’clock  •  To  be  informed  according  to  the  Doodle  voHng  
  31. 31. Sources  and  addiHonal  reading  •  AlaouHnen,  S.  &  al.  (2009).  LUT:n  opebajan  laatuopas.  Online:  hbp://www.lut.fi/fi/lut/introducHon/quality/qualitybook/Documents/Opebajan_Laatuopas_B5_final.pdf  •  Biggs,  J.  &  Tang,  C.  (2011).  Teaching  for  Quality  Learning  at  University.  •  Hyppönen,  P.  &  Lindén,  S.  (2009).  Handbook  for  Teachers.  •  Lindblom-­‐Ylänne,  S.  &  Nevgi,  A.  (2009).  Yliopisto-­‐opebajan  käsikirja.  •  Löfström,  E.  &  al.  (2010).  LaadukkaasH  verkossa:  Verkko-­‐opetuksen  käsikirja  yliopisto-­‐opebajalle.  online:  hbp://www.helsinki.fi/julkaisut/aineisto/hallinnon_julkaisuja_33_2006.pdf  •  Ramsden,  P.  (2003).  Learning  to  teach  in  Higher  EducaHon.  2th  EdiHon.  London:  Routledge.  •  Verkkoluotsi:  ArvioinH.  (2005).  Online:  hbp://verkkoluotsi.chydenius.fi/salatutsivut/arvioinH/arvioinH.html  

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