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Engaging students in learning through online assessment Geoffrey Crisp Dean Learning and Teaching, RMIT ALTC National Teac...
http://www.transformingassessment.com Shamim Joarder Mathew Hillier
Your future student
Learning and assessment <ul><li>Employers, professional bodies and the community are expecting graduates to be able to per...
21 st  century employability skills
21 st  century employability skills Ways of thinking Creativity and innovation; critical thinking, problem solving; learni...
Assessing 21 st  century skills <ul><li>students receive a strong message about the relative importance of knowledge recal...
Authentic learning and assessment –  inverted curriculum approach http://www.nasaimages.org/luna/servlet/detail/nasaNAS~9~...
Rethinking curriculum design <ul><li>We need to rethink our curriculum design so that it facilitates both the development ...
Aligning assessment and learning
Purpose of assessment
Interactive learning and assessment using professional tools
Quizzes: Applets Jmol: Open-source Java viewer for chemical structures in 3D Moodle Quiz Students interact with online too...
QuickTime VR
New learning spaces – assessment as learning
Collaborative problem solving
Scenario based learning - SBLi
Resources for 21 st  century teaching 05/02/12 http://www.bized.co.uk/
Second Life – Virtual worlds
SLOODLE – Second Life in Moodle
QUIZ HUD
Scripted prims in virtual worlds
Virtual labs
Remote Labs Physical hardware can be connected to the internet.  Students can use the equipment 14/7 thus increasing use t...
Virtual Pharmacy Lab
You need to decide   <ul><li>whether a  norm-referenced  or  criterion-referenced  assessment scheme is more appropriate f...
You need to decide   <ul><li>convergent  type, in which one correct answer is expected, and  divergent  responses, in whic...
Assessing 21 st  century skills <ul><li>for declarative knowledge (knowing what) that forms part of the core traditional s...
Assessing 21 st  century skills <ul><li>for these new skills, our assessment designs need to accept multiple solutions to ...
Assessing 21 st  century skills <ul><li>designing assessments that are capable of tracking the strategies students employ ...
Assessing 21 st  century skills <ul><li>these competencies will be a mix of discipline specific knowledge and understandin...
Serious games
http://www.seriousgamesinstitute.co.uk/ Serious games
Game based assessment <ul><li>many of the traditional forms of assessment we currently use in universities interrupt the f...
Game-based learning <ul><li>embedding assessment tasks within virtual world activities would provide a convenient way to t...
http://www.worldwithoutoil.org
http://fold.it/portal/
http://fold.it/portal/
http://blog.urgentevoke.net
http://www.transformingassessment.com
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Interactive e-Assessment

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Presentation on interactive e-assessment as part of ALTC Fellowship program of activities for Geoffrey Crisp, University of Adelaide

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  • educational technologies including MyUni, MyMedia, textbook publisher resources new low threshold application (LTA) technologies including Adobe Presenter, voice tools, e-portfolios, digital tablets and whiteboards MyUni’s assessment (diagnostic, formative), self &amp; peer review, assignment, MyGrades, MyMedia – recording of lectures and auto upload into MyUni M Publishers have test banks, interactive content that can be imported into MyUni
  • educational technologies including MyUni, MyMedia, textbook publisher resources new low threshold application (LTA) technologies including Adobe Presenter, voice tools, e-portfolios, digital tablets and whiteboards MyUni’s assessment (diagnostic, formative), self &amp; peer review, assignment, MyGrades, MyMedia – recording of lectures and auto upload into MyUni M Publishers have test banks, interactive content that can be imported into MyUni
  • educational technologies including MyUni, MyMedia, textbook publisher resources new low threshold application (LTA) technologies including Adobe Presenter, voice tools, e-portfolios, digital tablets and whiteboards MyUni’s assessment (diagnostic, formative), self &amp; peer review, assignment, MyGrades, MyMedia – recording of lectures and auto upload into MyUni M Publishers have test banks, interactive content that can be imported into MyUni
  • educational technologies including MyUni, MyMedia, textbook publisher resources new low threshold application (LTA) technologies including Adobe Presenter, voice tools, e-portfolios, digital tablets and whiteboards MyUni’s assessment (diagnostic, formative), self &amp; peer review, assignment, MyGrades, MyMedia – recording of lectures and auto upload into MyUni M Publishers have test banks, interactive content that can be imported into MyUni
  • ATN Assessment Conference 2009
  • Transcript of "Interactive e-Assessment"

    1. 1. Engaging students in learning through online assessment Geoffrey Crisp Dean Learning and Teaching, RMIT ALTC National Teaching Fellow
    2. 2. http://www.transformingassessment.com Shamim Joarder Mathew Hillier
    3. 3. Your future student
    4. 4. Learning and assessment <ul><li>Employers, professional bodies and the community are expecting graduates to be able to perform appropriately in proactive, task-directed ways where they implement their discipline specific knowledge in a context that involves many stakeholders </li></ul><ul><li>Universities are more often concerned with students mastering the conceptual understanding of core discipline principles and applying these to artificially constructed tasks designed for assessments that can be easily delivered and marked </li></ul>
    5. 5. 21 st century employability skills
    6. 6. 21 st century employability skills Ways of thinking Creativity and innovation; critical thinking, problem solving; learning to learn, metacognition Ways of working Communication; collaboration (teamwork) Tools for working Information literacy; ICT literacy; discipline resources and tools Living in the world Citizenship – local and global; life and career; personal and social responsibility
    7. 7. Assessing 21 st century skills <ul><li>students receive a strong message about the relative importance of knowledge recall versus the broader competencies such as approaches to problem solving, creativity, collaboration and social context through the weighting that teachers apply to the assessment task </li></ul><ul><li>students will use these weightings to decide where to place their efforts in completing the task </li></ul>
    8. 8. Authentic learning and assessment – inverted curriculum approach http://www.nasaimages.org/luna/servlet/detail/nasaNAS~9~9~58363~162207:
    9. 9. Rethinking curriculum design <ul><li>We need to rethink our curriculum design so that it facilitates both the development and assessment of discipline skills and capabilities, as well as the application of these skills and capabilities in an authentic environment in collaboration with other people and resources </li></ul>
    10. 10. Aligning assessment and learning
    11. 11. Purpose of assessment
    12. 12. Interactive learning and assessment using professional tools
    13. 13. Quizzes: Applets Jmol: Open-source Java viewer for chemical structures in 3D Moodle Quiz Students interact with online tools to obtain data to construct a response
    14. 14.
    15. 15. QuickTime VR
    16. 16. New learning spaces – assessment as learning
    17. 17. Collaborative problem solving
    18. 18. Scenario based learning - SBLi
    19. 19. Resources for 21 st century teaching 05/02/12 http://www.bized.co.uk/
    20. 20. Second Life – Virtual worlds
    21. 21. SLOODLE – Second Life in Moodle
    22. 22. QUIZ HUD
    23. 23. Scripted prims in virtual worlds
    24. 24. Virtual labs
    25. 25. Remote Labs Physical hardware can be connected to the internet. Students can use the equipment 14/7 thus increasing use time (although not to replace actual in lab time). Increases return on equipment investments.
    26. 26. Virtual Pharmacy Lab
    27. 27. You need to decide <ul><li>whether a norm-referenced or criterion-referenced assessment scheme is more appropriate for the particular learning outcomes </li></ul><ul><li>whether the process of solving a problem and the product of solving a problem are both assessed, and what is the relative weighting for the two components </li></ul><ul><li>whether constructed or selected responses are appropriate </li></ul>
    28. 28. You need to decide <ul><li>convergent type, in which one correct answer is expected, and divergent responses, in which the answer depends on opinion or analysis (Torrance et al. , 2001) </li></ul><ul><li>convergent assessment has its origins in mastery-learning models and involves assessment of the student by the master-teacher </li></ul><ul><li>divergent assessment is often associated with a constructivist view of learning, where the teacher and student engage collaboratively within Vygotsky’s (1986) zone of proximal development </li></ul>
    29. 29. Assessing 21 st century skills <ul><li>for declarative knowledge (knowing what) that forms part of the core traditional skills and understandings in a discipline, student responses can be readily compared to expected responses and judged as correct or incorrect </li></ul><ul><li>the idea that valid and reliable inferences can be made about students’ acquisition of 21 st century skills by judging students’ responses as only correct or incorrect is too simple an approach for the assessment of complex capabilities </li></ul>
    30. 30. Assessing 21 st century skills <ul><li>for these new skills, our assessment designs need to accept multiple solutions to a problem or issue and provide feedback to students on their chosen strategies that have been used to solve the problem </li></ul>
    31. 31. Assessing 21 st century skills <ul><li>designing assessments that are capable of tracking the strategies students employ to complete the assigned task requires a holistic approach to judging the evidence presented by the student </li></ul><ul><li>students can be asked to construct responses using the strategies that they have identified and developed during a course </li></ul>
    32. 32. Assessing 21 st century skills <ul><li>these competencies will be a mix of discipline specific knowledge and understandings, as well as an array of broader competencies and strategies that are more aligned with 21 st century employability skills </li></ul>
    33. 33. Serious games
    34. 34. http://www.seriousgamesinstitute.co.uk/ Serious games
    35. 35. Game based assessment <ul><li>many of the traditional forms of assessment we currently use in universities interrupt the flow of student engagement by separating the learning and assessment as time and location specific activities </li></ul><ul><li>stealth assessment challenges many of our current concepts about learning and assessment by proposing that teachers design learning and assessment activities that are continuous and not separated by time or space </li></ul><ul><li>evidence of learning and capability development could be collected continuously without interrupting the flow of students’ learning </li></ul>
    36. 36. Game-based learning <ul><li>embedding assessment tasks within virtual world activities would provide a convenient way to track student performance and their application of many of the 21 st century skills </li></ul><ul><li>Shute has described the principle of stealth assessment which involves the systematic collection of evidence about users’ actions during online games without interrupting the flow of the game (Shute, Ventura, Bauer & Zapata-Rivera, 2009) </li></ul>
    37. 37. http://www.worldwithoutoil.org
    38. 38.
    39. 39. http://fold.it/portal/
    40. 40. http://fold.it/portal/
    41. 41. http://blog.urgentevoke.net
    42. 42. http://www.transformingassessment.com
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