Interactive e-assessment

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

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  • 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
  • Interactive e-assessment

    1. 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. 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. 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. 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. 5. Typical learning/assessment today? 05/02/12 http://www.flickr.com/photos/cristic/359572656/
    6. 6. Typical learning/assessment today? 05/02/12 http://www.nasaimages.org/luna/servlet/detail/nasaNAS~9~9~58363~162207:
    7. 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. 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. 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. 10. Relative worth of convergent and divergent responses?
    11. 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. 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. 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. 14. Do you want the red pill or the blue pill? 05/02/12 http://www.votapedia.com
    15. 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. 16. David Boud http://www.assessmentfutures.com 05/02/12
    17. 17. Where does learning take place? learning learning learning learning Diagnostic assessment Formative assessment Integrative assessment Summative assessment Learning
    18. 18. 05/02/12
    19. 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. 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. 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. 22. Students’ perception of learning strategies? 05/02/12 http://blog.oregonlive.com/pdxgreen/2008/02/chimp.jpg
    23. 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. 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. 25.
    26. 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. 27. Bobby Elliott and assessment 1.5 to 2.0
    28. 28. Question types - Moodle 05/02/12
    29. 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. 30. Assertion-Reasoning
    31. 31. Open University OpenMark
    32. 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. 33. QuickTime VR 05/02/12
    34. 34. Interactive spreadsheets
    35. 35. Interactivity - Chemistry Java applet 05/02/12
    36. 36. 05/02/12
    37. 37. QuickTime VR 05/02/12 http://panograph.free.fr/BayeuxTapestry.html
    38. 38. Process of problem solving - IMMEX 05/02/12 http://www.immex.ucla.edu
    39. 39. Process of problem solving - IMMEX 05/02/12 http://www.immex.ucla.edu
    40. 40. Bobby Elliot and assessment 1.5 to 2.0
    41. 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. 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. 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. 44. Self and Peer Assessment Tools
    45. 45. http://blogagogy.wordpress.com/what-is-a-blog
    46. 46. Wikis and Blogs
    47. 47. http://creative.canberra.edu.au/groupwork/Intro/Frameset.html
    48. 48. e-Portfolios
    49. 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. 50. Role Plays 05/02/12 http://www.ucalgary.ca/fp/MGST609/simulation.htm http://www.roleplaysim.org/papers/default.asp?Topic=toc9
    51. 51. What Happens in a Role Play? Adopt a role Issues & problems occur Reflection & Learning Interaction & debate
    52. 52. Scenario-based learning http://www.pblinteractive.org
    53. 53. Interactivity – Virtual Worlds 05/02/12 http://www.bized.co.uk/virtual/home.htm
    54. 54. Second Life – Virtual worlds 05/02/12
    55. 55. http://sleducation.wikispaces.com
    56. 56. QuizHUD for Second Life 05/02/12
    57. 57. Sloodle – Second Life in Moodle 05/02/12 http://www.youtube.com/watch?v=uqfBRfwkkrQ
    58. 58. 05/02/12 Serious Games Institute http://www.seriousgamesinstitute.co.uk/
    59. 59. 05/02/12
    60. 60. Simulations and games 05/02/12
    61. 61. 05/02/12 Augmented reality
    62. 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. 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. 64. 05/02/12 Future assessments?
    65. 65. The e-Assessment Handbook and Guide 05/02/12

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