AL Conference, 21st November 2009
Gráinne Conole, IET
Review of assessment practices
◦ Open Educational Resources
◦ Technology-enhanced learning
◦ Shift of focus from content to activities
OU students do more assessment
◦ Available 24/7
◦ Instant feedback
◦ Different question types to support different
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Engage students actively in identifying or formulating criteria
Facilitate opportunities for self-assessment and reflection
Deliver feedback that helps students self-correct
Provide opportunities for feedback dialogue (peer and tutor-
Encourage positive motivational beliefs and self-esteem
Provide opportunities to apply what is learned in new tasks
Yield information that teachers can use to help shape teaching
Capture sufficient study time and effort in and out of class
Distribute students’ effort evenly across topics and weeks.
Engage students in deep not just shallow learning activity
Communicates clear and high expectations to students.
Do we over assess?
◦ From a student perspective
◦ From a tutor perspective
How do we build in variability?
◦ Alternatives to 3000-word essay
Right ratio of TMAs to ECAs to exams?
Should we move to awards-based assessment?
◦ If so, how?
Types of activities
◦ Assimilative (attending and understanding content),
◦ Information handling (e.g. gathering and classifying
resources or manipulating data),
◦ Adaptive (use of modelling or simulation software),
◦ Communicative (dialogic activities, e.g. pair dialogues or
◦ Productive (construction of an artefact such as a written
essay, new chemical compound or a sculpture) and
◦ Experiential (practising skills in a particular context or
undertaking an investigation).
◦ Assessment (diagnostic, formative, summative)
Map of student
tasks to time
Six types of
student tasks +
Each cell indicates
the amount of
time spent in that
period on each
type of task
Cloud in cloudworks
◦ Link to pedagogy profile
◦ Link to REAP site
Feel free to add to or use as a space to discuss!
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