Your SlideShare is downloading. ×
0
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Interactive e-assessment
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Interactive e-assessment

1,283

Published on

Presentation on interactive e-assessment as part of ALTC Fellowship activities

Presentation on interactive e-assessment as part of ALTC Fellowship activities

Published in: Education, Technology
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total Views
1,283
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
102
Comments
0
Likes
1
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide
  • ATN Assessment Conference 2009
  • ATN Assessment Conference 2009
  • ATN Assessment Conference 2009
  • ATN Assessment Conference 2009
  • ATN Assessment Conference 2009
  • ATN Assessment Conference 2009
  • ATN Assessment Conference 2009
  • ATN Assessment Conference 2009
  • ATN Assessment Conference 2009
  • ATN Assessment Conference 2009
  • ATN Assessment Conference 2009
  • ATN Assessment Conference 2009
  • ATN Assessment Conference 2009
  • ATN Assessment Conference 2009
  • ATN Assessment Conference 2009
  • ATN Assessment Conference 2009
  • ATN Assessment Conference 2009
  • ATN Assessment Conference 2009
  • ATN Assessment Conference 2009
  • ATN Assessment Conference 2009
  • ATN Assessment Conference 2009
  • ATN Assessment Conference 2009
  • ATN Assessment Conference 2009
  • Transcript

    • 1. 05/02/12 Laurentius de Voltolina The Yorck Project: 10.000 Meisterwerke der Malerei. DVD-ROM, 2002. ISBN 3936122202 . Geoffrey Crisp ALTC National Teaching Fellow Director, Centre for Learning and Professional Development University of Adelaide Moving towards Assessment 2.0
    • 2. This presentation is available at <ul><li>http://www.transformingassessment.com/moodle </li></ul><ul><li>under Presentations on Assessment </li></ul><ul><li>ATN Conference 2009 </li></ul>05/02/12
    • 3. Outline of presentation <ul><li>brief introduction to learning and assessment </li></ul><ul><li>reflexive approaches to teaching </li></ul><ul><li>assessment models and assessment design </li></ul><ul><li>examples of interactive e-assessment </li></ul><ul><li>assessment in virtual environments </li></ul><ul><li>assessment tasks for the future </li></ul>05/02/12
    • 4. 05/02/12 University of Bologna, Laurentius de Voltolina 14 th century lecture The Yorck Project: 10.000 Meisterwerke der Malerei. DVD-ROM, 2002. ISBN 3936122202 What is different today? listening social interaction quality assurance reading disengaged
    • 5. Typical learning/assessment today? 05/02/12 http://www.flickr.com/photos/cristic/359572656/
    • 6. Typical learning/assessment today? 05/02/12 http://www.nasaimages.org/luna/servlet/detail/nasaNAS~9~9~58363~162207:
    • 7. Reality of learning and assessment for students? 05/02/12 http://rlv.zcache.com another_genius_ruined_by_higher_education_tshirt -p235856642384148020t5e4_400.jpg http://www.pharmtox.utoronto.ca/Assets/Photos/pcl473+classroom+editted.JPG
    • 8. Why do we assess students? <ul><li>it encourages (current and future) learning </li></ul><ul><li>it provides feedback on learning to both the student and the teacher </li></ul><ul><li>it documents competency and skill development </li></ul><ul><li>it allows students to be graded or ranked </li></ul><ul><li>it validates certification and licence procedures for professional practice </li></ul><ul><li>it allows benchmarks to be established for standards </li></ul><ul><li>hasn’t changed much for decades in some cases </li></ul>05/02/12
    • 9. Types of assessment responses <ul><li>convergent type, in which one ‘correct’ response is expected, and divergent type, in which the response depends on opinion or analysis </li></ul><ul><li>assessment requiring convergent responses has its origins in mastery-learning models and involves assessment of the learner by the master-teacher </li></ul><ul><li>assessment requiring divergent responses is associated with a constructivist view of learning, where the teacher and learner engage collaboratively within Vygotsky’s zone of proximal development </li></ul>05/02/12
    • 10. Relative worth of convergent and divergent responses?
    • 11. Outline of presentation <ul><li>brief introduction to learning and assessment </li></ul><ul><li>reflexive approaches to teaching </li></ul><ul><li>assessment models and assessment design </li></ul><ul><li>examples of interactive e-assessment </li></ul><ul><li>assessment in virtual environments </li></ul><ul><li>assessment tasks for the future </li></ul>05/02/12
    • 12. Reflexive teaching in practice <ul><li>reflective teaching involves post analysis of actions and planned changes for the future </li></ul><ul><li>reflexive teaching involves live analysis of actions and more timely changes </li></ul><ul><li>reflexive teaching examines underlying assumptions of self, others and context - epistemic reflexivity </li></ul><ul><li>reflexive teaching might be viewed as reflective teaching in action – challenging and changing current assumptions and practices </li></ul>05/02/12
    • 13. Assessment tasks should be worth doing <ul><li>if students can answer your questions by copying from the web, you are asking the wrong questions </li></ul><ul><li>if students can answer your questions by using Google, you are asking the wrong questions </li></ul><ul><li>if students can answer your questions by guessing, you are asking the wrong questions </li></ul>05/02/12 Why the hell am I doing this course?
    • 14. Do you want the red pill or the blue pill? 05/02/12 http://www.votapedia.com
    • 15. Outline of presentation <ul><li>brief introduction to learning and assessment </li></ul><ul><li>reflexive approaches to teaching </li></ul><ul><li>assessment models and assessment design </li></ul><ul><li>examples of interactive e-assessment </li></ul><ul><li>assessment in virtual environments </li></ul><ul><li>assessment tasks for the future </li></ul>05/02/12
    • 16. David Boud http://www.assessmentfutures.com 05/02/12
    • 17. Where does learning take place? learning learning learning learning Diagnostic assessment Formative assessment Integrative assessment Summative assessment Learning
    • 18. 05/02/12
    • 19. Integrative assessment – operationalising assessment for current and future learning Life-long learning Learning-oriented assessment Authentic tasks Authentic tools Meaningful feedback Self-review and critique Standards
    • 20. Integrative assessment? <ul><li>designed to influence students’ approaches to current and future learning by providing assessment tasks that define and track strategies so that students can assess their own approaches to learning and capability development </li></ul><ul><li>should link different content and capabilities developed throughout the entire program and may be seen in capstone experiences in some programs </li></ul><ul><li>more useful to incorporate these tasks at each stage of a program so students can monitor development of effective learning and assessment strategies </li></ul>05/02/12
    • 21. Integrative assessment? <ul><li>(e-)portfolios facilitate incorporation of integrative assessments throughout a program of learning </li></ul><ul><li>integrative assessment tasks should incorporate self- and peer-evaluation, not just on declarative (knowledge) components, but more importantly on the functional and procedural knowledge components. </li></ul><ul><li>students need to be able to assess themselves and be able to articulate the strategies they have used to construct their responses and then assess the appropriateness of those responses </li></ul>05/02/12
    • 22. Students’ perception of learning strategies? 05/02/12 http://blog.oregonlive.com/pdxgreen/2008/02/chimp.jpg
    • 23. Outline of presentation 05/02/12 <ul><li>brief introduction to learning and assessment </li></ul><ul><li>reflexive approaches to teaching </li></ul><ul><li>assessment models and assessment design </li></ul><ul><li>examples of interactive e-assessment </li></ul><ul><li>assessment in virtual environments </li></ul><ul><li>assessment tasks for the future </li></ul>
    • 24. Effective e-Assessment <ul><li>can offer new possibilities for immersion and interactivity </li></ul><ul><li>has the potential to facilitate enhanced social interactions </li></ul><ul><li>can begin to resemble games and role-playing </li></ul><ul><li>can facilitate the exposition of advanced skills and capabilities </li></ul>05/02/12
    • 25.
    • 26. What role for learning (virtual) management systems? 05/02/12 http://4.bp.blogspot.com/_hBiBaUg_1rA/SJTQE0ymK7I/AAAAAAAABxI/OIKhMiaaQ2E/s400/confusing_signs2.jpg http://www.teach-ict.com/ecdl/module_1/workbook15/miniweb/images/stressed.jpg
    • 27. Bobby Elliott and assessment 1.5 to 2.0
    • 28. Question types - Moodle 05/02/12
    • 29. 3: Lurkies suffer from trangitis because: A their prads are always underdeveloped B all their brizes are horizontal C their curnpieces are usually imperfect D none of their dringoes can ever adapt This ‘content free test’ was published by Roger Lewis in the ’80s. http://phil-race.co.uk/?page_id=117
    • 30. Assertion-Reasoning
    • 31. Open University OpenMark
    • 32. Interactive e-assessment design <ul><li>Separate the interactive tool/object/artefact from the question and the feedback </li></ul>Interactive tool Response Question
    • 33. QuickTime VR 05/02/12
    • 34. Interactive spreadsheets
    • 35. Interactivity - Chemistry Java applet 05/02/12
    • 36. 05/02/12
    • 37. QuickTime VR 05/02/12 http://panograph.free.fr/BayeuxTapestry.html
    • 38. Process of problem solving - IMMEX 05/02/12 http://www.immex.ucla.edu
    • 39. Process of problem solving - IMMEX 05/02/12 http://www.immex.ucla.edu
    • 40. Bobby Elliot and assessment 1.5 to 2.0
    • 41. Characteristics of Web 2.0 <ul><li>user-generated content </li></ul><ul><li>encouragement and facilitation of participation </li></ul><ul><li>access and openness </li></ul><ul><li>(almost) unlimited data sources </li></ul><ul><li>power of the crowd </li></ul>
    • 42. Bobby Elliot - 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>http://www.scribd.com/doc/461041/Assessment-20
    • 43. 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>http://www.scribd.com/doc/461041/Assessment-20
    • 44. Self and Peer Assessment Tools
    • 45. http://blogagogy.wordpress.com/what-is-a-blog
    • 46. Wikis and Blogs
    • 47. http://creative.canberra.edu.au/groupwork/Intro/Frameset.html
    • 48. e-Portfolios
    • 49. e-Portfolios <ul><li>e-Portfolios can be used for </li></ul><ul><ul><li>Development purposes </li></ul></ul><ul><ul><li>Presentation purposes </li></ul></ul><ul><ul><li>Assessment purposes </li></ul></ul><ul><ul><li>PebblePad </li></ul></ul><ul><ul><li>Desire2Learn </li></ul></ul><ul><ul><li>Open Source Portfolio </li></ul></ul><ul><ul><li>Mahara </li></ul></ul>
    • 50. Role Plays 05/02/12 http://www.ucalgary.ca/fp/MGST609/simulation.htm http://www.roleplaysim.org/papers/default.asp?Topic=toc9
    • 51. What Happens in a Role Play? Adopt a role Issues & problems occur Reflection & Learning Interaction & debate
    • 52. Scenario-based learning http://www.pblinteractive.org
    • 53. Interactivity – Virtual Worlds 05/02/12 http://www.bized.co.uk/virtual/home.htm
    • 54. Second Life – Virtual worlds 05/02/12
    • 55. http://sleducation.wikispaces.com
    • 56. QuizHUD for Second Life 05/02/12
    • 57. Sloodle – Second Life in Moodle 05/02/12 http://www.youtube.com/watch?v=uqfBRfwkkrQ
    • 58. 05/02/12 Serious Games Institute http://www.seriousgamesinstitute.co.uk/
    • 59. 05/02/12
    • 60. Simulations and games 05/02/12
    • 61. 05/02/12 Augmented reality
    • 62. Outline of presentation <ul><li>brief introduction to learning and assessment </li></ul><ul><li>reflexive approaches to teaching </li></ul><ul><li>assessment models and assessment design </li></ul><ul><li>examples of interactive e-assessment </li></ul><ul><li>assessment in virtual environments </li></ul><ul><li>assessment tasks for the future </li></ul>05/02/12
    • 63. Future assessments? <ul><li>Will we see universal development of immersive and authentic learning and assessment environments ? </li></ul><ul><li>Will assessments measure approaches to problem solving and student responses in terms of efficiency, ethical considerations and the involvement of others? </li></ul><ul><li>Will teachers be able to construct future assessments or will this be a specialty activity? </li></ul>05/02/12
    • 64. 05/02/12 Future assessments?
    • 65. The e-Assessment Handbook and Guide 05/02/12

    ×