ASSESSMENT 2.0 Modernising assessment in the age of Web 2.0 Bobby Elliott Scottish Qualifications Authority [email_address]

Summary of presentation Traditional assessment has served us well But it’s time for change We’re going though a cultural revolution Education has resisted change The contemporary classroom is detached from reality We need to modernise education Led by changes to the assessment system E-assessment (CAA) systems are not the answer We should use the tools that are natural to today’s learners

Traditional assessment has served us well

But it’s time for change

We’re going though a cultural revolution

Education has resisted change

The contemporary classroom is detached from reality

We need to modernise education

Led by changes to the assessment system

E-assessment (CAA) systems are not the answer

We should use the tools that are natural to today’s learners

Evolution of assessment

Assessment 1.0 Assessment from 618AD to today Characteristics Paper-based Classroom based Formalised Synchronised Controlled Industrialised Enjoys public and political confidence Changed little since early 20 th Century

Assessment from 618AD to today

Characteristics

Paper-based

Classroom based

Formalised

Synchronised

Controlled

Industrialised

Enjoys public and political confidence

Changed little since early 20 th Century

Spot the difference

Assessment 1.5 Computer-assisted assessment Types E-testing E-portfolios Embedded in most VLEs Stand-alone systems Familiar to students and teachers “ Virtual common rooms”

Computer-assisted assessment

Types

E-testing

E-portfolios

Embedded in most VLEs

Stand-alone systems

Familiar to students and teachers

“ Virtual common rooms”

Problems with 1.0… Expensive to run Doesn’t scale well Inflexible Arranged around diets One size fits all (not personalised) Not delivering contemporary skills Collaboration, problem solving, flexibility Drives teaching and learning “ Teaching to the test” Memorisation not understanding

Expensive to run

Doesn’t scale well

Inflexible

Arranged around diets

One size fits all (not personalised)

Not delivering contemporary skills

Collaboration, problem solving, flexibility

Drives teaching and learning

“ Teaching to the test”

Memorisation not understanding

“ Memorisation is valueless when students are one click away from Google and Wikipedia” “ Problem solving is really done through memorisation”

And problems with 1.5… Imitates traditional assessment “ Reproduces the paper experience” “ Completely locks-down the computer” Limited question types Crude simulations E-portfolios: little more than online storage? Simply automates Assessment 1.0? Still assessing memorisation Not really modernising assessment Constrain innovation in assessment?

Imitates traditional assessment

“ Reproduces the paper experience”

“ Completely locks-down the computer”

Limited question types

Crude simulations

E-portfolios: little more than online storage?

Simply automates Assessment 1.0?

Still assessing memorisation

Not really modernising assessment

Constrain innovation in assessment?

Student perceptions Artificial and contrived Something that is done to them Doesn’t measure anything important Hurdle to be jumped Not part of their learning Sole purpose of their learning

Artificial and contrived

Something that is done to them

Doesn’t measure anything important

Hurdle to be jumped

Not part of their learning

Sole purpose of their learning

Cultural revolution

Web 2.0 User-generated content Architecture of participation Network effects Openness Data on an epic scale Power of the crowd

User-generated content

Architecture of participation

Network effects

Openness

Data on an epic scale

Power of the crowd

New types of learner? “ Google Generation” “ Generation X” “ Net Geners” “ Millennials” “ Digital natives”

Digital natives Use Web Active learning Authentic tasks Goal oriented Search Google Collaborate Use books Passive learning Contrived tasks Process oriented Memorise Library Compete IMMIGRANT NATIVE

Use Web

Active learning

Authentic tasks

Goal oriented

Search

Google

Collaborate

Use books

Passive learning

Contrived tasks

Process oriented

Memorise

Library

Compete

IMMIGRANT

NATIVE

Old types of rules…

Hidden curriculum

Assessment 2.0 Authentic Natural Personalised Negotiated Problem-based Deep Collaborative Peer and self-assessed Tool supported

Authentic

Natural

Personalised

Negotiated

Problem-based

Deep

Collaborative

Peer and self-assessed

Tool supported

Evidence Naturally occurring Digital Multimedia Distributed

Naturally occurring

Digital

Multimedia

Distributed

Assessment 1.0 v Assessment 2.0 Given Done alone Descriptive Text Closed book Done in class Teacher assessed Negotiated Done collaboratively Researched/Deep Text/audio/video Open web Done anywhere Self- and peer-assessed Assessment 1.0 Assessment 2.0

Given

Done alone

Descriptive

Text

Closed book

Done in class

Teacher assessed

Negotiated

Done collaboratively

Researched/Deep

Text/audio/video

Open web

Done anywhere

Self- and peer-assessed

Assessment 1.0

Assessment 2.0

Assessment 1.0 v Assessment 2.0 Write an essay describing the rise of Fascism in Germany during the period 1932-39. You may not confer nor refer to notes or other reference material. Working with other students, choose an aspect of the rise of Fascism in Germany during the 1930’s and research this. Create a team blog to record your findings. Assessment 1.0 Assessment 2.0

Write an essay describing the rise of Fascism in Germany during the period 1932-39.

You may not confer nor refer to notes or other reference material.

Working with other students, choose an aspect of the rise of Fascism in Germany during the 1930’s and research this.

Create a team blog to record your findings.

Assessment 1.0

Assessment 2.0

Assessment 1.0 v Assessment 2.0 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. The essay The blog

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.

The essay

The blog

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

The case for abandoning your VLE/CAA… “ 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.”

“ 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.”

The case for retaining your VLE/CAA… It’s an important evolutionary step Not every student is a digital native Not every teacher can use Web 2.0 “ I can’t get my staff to use the quiz in Moodle so what chance is there that they’ll embrace Web 2.0?” It solves immediate problems reduces cost of assessment supports assessment on demand (life long learning)

It’s an important evolutionary step

Not every student is a digital native

Not every teacher can use Web 2.0

“ I can’t get my staff to use the quiz in Moodle so what chance is there that they’ll embrace Web 2.0?”

It solves immediate problems

reduces cost of assessment

supports assessment on demand (life long learning)

Challenges posed by Assessment 2.0 Plagiarism Authentication Authentic assessment Up-skilling assessors Rubrics for collaboration How to assess a group blog? Peer and self-assessment

Plagiarism

Authentication

Authentic assessment

Up-skilling assessors

Rubrics for collaboration

How to assess a group blog?

Peer and self-assessment

The future Education Education as differentiator in global economy Growth of life-long learning Growth of e-learning especially mobile learning Personalised learning/assessment Recognition of informal learning Technology Web 3.0 Ubiquitous computing

Education

Education as differentiator in global economy

Growth of life-long learning

Growth of e-learning

especially mobile learning

Personalised learning/assessment

Recognition of informal learning

Technology

Web 3.0

Ubiquitous computing

Summary Traditional assessment is past its sell-by date E-assessment imitates traditional assessment Ubiquitous computing will digitise everything Education is becoming detached from reality We should embrace ICT and the Internet We should use the same tools that students use Assessment 2.0 is half-baked But we need to modernise assessment … urgently

Traditional assessment is past its sell-by date

E-assessment imitates traditional assessment

Ubiquitous computing will digitise everything

Education is becoming detached from reality

We should embrace ICT and the Internet

We should use the same tools that students use

Assessment 2.0 is half-baked

But we need to modernise assessment

… urgently