ASSESSMENT 2.0 Modernising assessment in the age of Web 2.0 Bobby Elliott Scottish Qualifications Authority [email_address]
Summary of presentation <ul><ul><li>Traditional assessment has served us well </li></ul></ul><ul><ul><li>But it’s time for...
Evolution of assessment
Assessment 1.0 <ul><li>Assessment from 618AD to today </li></ul><ul><li>Characteristics </li></ul><ul><ul><li>Paper-based ...
Spot the difference
Assessment 1.5 <ul><li>Computer-assisted assessment </li></ul><ul><li>Types </li></ul><ul><ul><li>E-testing </li></ul></ul...
Problems with 1.0… <ul><li>Expensive to run </li></ul><ul><ul><li>Doesn’t scale well </li></ul></ul><ul><li>Inflexible </l...
“ Memorisation is valueless when students are one click away from Google and Wikipedia” “ Problem solving is really done t...
 
 
And problems with 1.5… <ul><li>Imitates traditional assessment </li></ul><ul><ul><li>“ Reproduces the paper experience” </...
Student perceptions <ul><li>Artificial and contrived </li></ul><ul><li>Something that is done to them </li></ul><ul><li>Do...
Cultural revolution
Web 2.0 <ul><li>User-generated content </li></ul><ul><li>Architecture of participation </li></ul><ul><li>Network effects <...
 
 
New types of learner? “ Google Generation” “ Generation X” “ Net Geners” “ Millennials” “ Digital natives”
Digital natives <ul><li>Use Web </li></ul><ul><li>Active learning </li></ul><ul><li>Authentic tasks </li></ul><ul><li>Goal...
 
Old types of rules…
 
 
Hidden curriculum
Assessment 2.0 <ul><li>Authentic </li></ul><ul><li>Natural </li></ul><ul><li>Personalised </li></ul><ul><li>Negotiated </l...
Evidence <ul><li>Naturally occurring </li></ul><ul><li>Digital </li></ul><ul><li>Multimedia </li></ul><ul><li>Distributed ...
Assessment 1.0 v Assessment 2.0 <ul><li>Given </li></ul><ul><li>Done alone </li></ul><ul><li>Descriptive </li></ul><ul><li...
Assessment 1.0 v Assessment 2.0 <ul><li>Write an essay describing the rise of Fascism in Germany during the period 1932-39...
Assessment 1.0 v Assessment 2.0 <ul><li>In February 1933 the Reichstag was burnt down. In March 1933 the Nazis won 44% of ...
 
Web 2.0 services Web service Example Cycle Use(s) Personal portal Netvibes Evidence organisation Combining Web services on...
The case for abandoning your VLE/CAA… <ul><li>“ Because you’re pouring money into a black hole that students don’t like, w...
The case for retaining your VLE/CAA… <ul><li>It’s an important evolutionary step </li></ul><ul><li>Not every student is a ...
Challenges posed by Assessment 2.0 <ul><li>Plagiarism </li></ul><ul><li>Authentication </li></ul><ul><li>Authentic assessm...
The future <ul><li>Education </li></ul><ul><ul><li>Education as differentiator in global economy </li></ul></ul><ul><ul><l...
Summary <ul><li>Traditional assessment is past its sell-by date </li></ul><ul><li>E-assessment imitates traditional assess...
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Assessment 2.0 presentation for E-Learning Alliance

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  • “ Modernising assessment” and no-one was interested… adding “2.0” made it attractive! But the presentation is about modernising assessment. Based on a paper I wrote called “Assessment 2.0”. This is not the SQA policy!
  • Assessment 2.0 presentation for E-Learning Alliance

    1. 1. ASSESSMENT 2.0 Modernising assessment in the age of Web 2.0 Bobby Elliott Scottish Qualifications Authority [email_address]
    2. 2. Summary of presentation <ul><ul><li>Traditional assessment has served us well </li></ul></ul><ul><ul><li>But it’s time for change </li></ul></ul><ul><ul><li>We’re going though a cultural revolution </li></ul></ul><ul><ul><li>Education has resisted change </li></ul></ul><ul><ul><li>The contemporary classroom is detached from reality </li></ul></ul><ul><ul><li>We need to modernise education </li></ul></ul><ul><ul><ul><li>Led by changes to the assessment system </li></ul></ul></ul><ul><ul><li>E-assessment (CAA) systems are not the answer </li></ul></ul><ul><ul><li>We should use the tools that are natural to today’s learners </li></ul></ul>
    3. 3. Evolution of assessment
    4. 4. Assessment 1.0 <ul><li>Assessment from 618AD to today </li></ul><ul><li>Characteristics </li></ul><ul><ul><li>Paper-based </li></ul></ul><ul><ul><li>Classroom based </li></ul></ul><ul><ul><li>Formalised </li></ul></ul><ul><ul><li>Synchronised </li></ul></ul><ul><ul><li>Controlled </li></ul></ul><ul><ul><li>Industrialised </li></ul></ul><ul><li>Enjoys public and political confidence </li></ul><ul><li>Changed little since early 20 th Century </li></ul>
    5. 5. Spot the difference
    6. 6. Assessment 1.5 <ul><li>Computer-assisted assessment </li></ul><ul><li>Types </li></ul><ul><ul><li>E-testing </li></ul></ul><ul><ul><li>E-portfolios </li></ul></ul><ul><li>Embedded in most VLEs </li></ul><ul><li>Stand-alone systems </li></ul><ul><li>Familiar to students and teachers </li></ul><ul><ul><li>“ Virtual common rooms” </li></ul></ul>
    7. 7. Problems with 1.0… <ul><li>Expensive to run </li></ul><ul><ul><li>Doesn’t scale well </li></ul></ul><ul><li>Inflexible </li></ul><ul><ul><li>Arranged around diets </li></ul></ul><ul><ul><li>One size fits all (not personalised) </li></ul></ul><ul><li>Not delivering contemporary skills </li></ul><ul><ul><li>Collaboration, problem solving, flexibility </li></ul></ul><ul><li>Drives teaching and learning </li></ul><ul><ul><li>“ Teaching to the test” </li></ul></ul><ul><ul><li>Memorisation not understanding </li></ul></ul>
    8. 8. “ Memorisation is valueless when students are one click away from Google and Wikipedia” “ Problem solving is really done through memorisation”
    9. 11. And problems with 1.5… <ul><li>Imitates traditional assessment </li></ul><ul><ul><li>“ Reproduces the paper experience” </li></ul></ul><ul><ul><li>“ Completely locks-down the computer” </li></ul></ul><ul><ul><li>Limited question types </li></ul></ul><ul><ul><li>Crude simulations </li></ul></ul><ul><li>E-portfolios: little more than online storage? </li></ul><ul><li>Simply automates Assessment 1.0? </li></ul><ul><ul><li>Still assessing memorisation </li></ul></ul><ul><ul><li>Not really modernising assessment </li></ul></ul><ul><li>Constrain innovation in assessment? </li></ul>
    10. 12. Student perceptions <ul><li>Artificial and contrived </li></ul><ul><li>Something that is done to them </li></ul><ul><li>Doesn’t measure anything important </li></ul><ul><li>Hurdle to be jumped </li></ul><ul><ul><li>Not part of their learning </li></ul></ul><ul><ul><li>Sole purpose of their learning </li></ul></ul>
    11. 13. Cultural revolution
    12. 14. Web 2.0 <ul><li>User-generated content </li></ul><ul><li>Architecture of participation </li></ul><ul><li>Network effects </li></ul><ul><li>Openness </li></ul><ul><li>Data on an epic scale </li></ul><ul><li>Power of the crowd </li></ul>
    13. 17. New types of learner? “ Google Generation” “ Generation X” “ Net Geners” “ Millennials” “ Digital natives”
    14. 18. Digital natives <ul><li>Use Web </li></ul><ul><li>Active learning </li></ul><ul><li>Authentic tasks </li></ul><ul><li>Goal oriented </li></ul><ul><li>Search </li></ul><ul><li>Google </li></ul><ul><li>Collaborate </li></ul><ul><li>Use books </li></ul><ul><li>Passive learning </li></ul><ul><li>Contrived tasks </li></ul><ul><li>Process oriented </li></ul><ul><li>Memorise </li></ul><ul><li>Library </li></ul><ul><li>Compete </li></ul><ul><li>IMMIGRANT </li></ul><ul><li>NATIVE </li></ul>
    15. 20. Old types of rules…
    16. 23. Hidden curriculum
    17. 24. Assessment 2.0 <ul><li>Authentic </li></ul><ul><li>Natural </li></ul><ul><li>Personalised </li></ul><ul><li>Negotiated </li></ul><ul><li>Problem-based </li></ul><ul><li>Deep </li></ul><ul><li>Collaborative </li></ul><ul><li>Peer and self-assessed </li></ul><ul><li>Tool supported </li></ul>
    18. 25. Evidence <ul><li>Naturally occurring </li></ul><ul><li>Digital </li></ul><ul><li>Multimedia </li></ul><ul><li>Distributed </li></ul>
    19. 26. Assessment 1.0 v Assessment 2.0 <ul><li>Given </li></ul><ul><li>Done alone </li></ul><ul><li>Descriptive </li></ul><ul><li>Text </li></ul><ul><li>Closed book </li></ul><ul><li>Done in class </li></ul><ul><li>Teacher assessed </li></ul><ul><li>Negotiated </li></ul><ul><li>Done collaboratively </li></ul><ul><li>Researched/Deep </li></ul><ul><li>Text/audio/video </li></ul><ul><li>Open web </li></ul><ul><li>Done anywhere </li></ul><ul><li>Self- and peer-assessed </li></ul><ul><li>Assessment 1.0 </li></ul><ul><li>Assessment 2.0 </li></ul>
    20. 27. Assessment 1.0 v Assessment 2.0 <ul><li>Write an essay describing the rise of Fascism in Germany during the period 1932-39. </li></ul><ul><li>You may not confer nor refer to notes or other reference material. </li></ul><ul><li>Working with other students, choose an aspect of the rise of Fascism in Germany during the 1930’s and research this. </li></ul><ul><li>Create a team blog to record your findings. </li></ul><ul><li>Assessment 1.0 </li></ul><ul><li>Assessment 2.0 </li></ul>
    21. 28. Assessment 1.0 v Assessment 2.0 <ul><li>In February 1933 the Reichstag was burnt down. In March 1933 the Nazis won 44% of the popular vote making it the largest party in Germany. The Nazis were bad. The Allies were good. </li></ul><ul><li>The essay </li></ul><ul><li>The blog </li></ul>
    22. 30. Web 2.0 services Web service Example Cycle Use(s) Personal portal Netvibes Evidence organisation Combining Web services on single page E-mail Google Mail Evidence storage Storing evidence and searching archive for evidence Blog Wordpress Evidence organisation Recording activities; e-portfolio; log-book/diary RSS Bloglines Evidence discovery Subscribing to evidence sources Social bookmarking Del.icio.us Evidence capture Capturing URLs of potential evidence sources Instant messaging MSN Evidence discovery Discussion; group work; collaboration VOIP Skype Evidence capture Capturing audio evidence; candidate authentication Wiki Wikispaces Evidence creation Collaborative writing; projects; research findings; group work Search engine Live Search Evidence discovery Locating evidence Online storage Box.net Evidence organisation Saving and storing evidence Video upload YouTube Evidence storage Creating and storing video evidence Social network Facebook Evidence discovery Collaborating and publishing evidence
    23. 31. The case for abandoning your VLE/CAA… <ul><li>“ Because you’re pouring money into a black hole that students don’t like, which is unnatural to them, which can’t possibly keep up with developments on the Web, and which is little more than a comfort blanket to teachers who can’t, or won’t, embrace the 21 st Century.” </li></ul>
    24. 32. The case for retaining your VLE/CAA… <ul><li>It’s an important evolutionary step </li></ul><ul><li>Not every student is a digital native </li></ul><ul><li>Not every teacher can use Web 2.0 </li></ul><ul><ul><li>“ I can’t get my staff to use the quiz in Moodle so what chance is there that they’ll embrace Web 2.0?” </li></ul></ul><ul><li>It solves immediate problems </li></ul><ul><ul><li>reduces cost of assessment </li></ul></ul><ul><ul><li>supports assessment on demand (life long learning) </li></ul></ul>
    25. 33. Challenges posed by Assessment 2.0 <ul><li>Plagiarism </li></ul><ul><li>Authentication </li></ul><ul><li>Authentic assessment </li></ul><ul><li>Up-skilling assessors </li></ul><ul><li>Rubrics for collaboration </li></ul><ul><ul><li>How to assess a group blog? </li></ul></ul><ul><li>Peer and self-assessment </li></ul>
    26. 34. The future <ul><li>Education </li></ul><ul><ul><li>Education as differentiator in global economy </li></ul></ul><ul><ul><li>Growth of life-long learning </li></ul></ul><ul><ul><li>Growth of e-learning </li></ul></ul><ul><ul><ul><li>especially mobile learning </li></ul></ul></ul><ul><ul><li>Personalised learning/assessment </li></ul></ul><ul><ul><li>Recognition of informal learning </li></ul></ul><ul><li>Technology </li></ul><ul><ul><li>Web 3.0 </li></ul></ul><ul><ul><li>Ubiquitous computing </li></ul></ul>
    27. 35. Summary <ul><li>Traditional assessment is past its sell-by date </li></ul><ul><li>E-assessment imitates traditional assessment </li></ul><ul><li>Ubiquitous computing will digitise everything </li></ul><ul><li>Education is becoming detached from reality </li></ul><ul><li>We should embrace ICT and the Internet </li></ul><ul><li>We should use the same tools that students use </li></ul><ul><li>Assessment 2.0 is half-baked </li></ul><ul><li>But we need to modernise assessment </li></ul><ul><li>… urgently </li></ul>

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