Evaluation of the TOIA project
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Evaluation of the TOIA project Presentation Transcript

  • 1. Using evaluation to inform the evaluation of a user-focused assessment engine Gráinne Conole 1 and Niall Sclater 2 1 University of Southampton 2 University of Strathclyde CAA Conference, Loughborough 5 th July 2005
  • 2. Outline
    • CAA barriers and enablers
    • Modelling online assessment
    • The role of evaluation
    • TOIA evaluation methodology
    • Results and discussion
    • Questions raised
  • 3.  
  • 4.  
  • 5. Experiential Practicing Mimicking Experiencing Productive Creating Producing Writing Drawing Composing Synthesising Communicative Discussing Presenting Debating Adaptive Modelling Simulation Info Handling Gathering Ordering Classifying Selecting Analysing Manipulating Not assessed Diagnostic Formative Summative Adaptive Simulation Modelling Virtual worlds Communicative Chat Chat Email Discussion boards Mailing lists Weblogs Productive Spreadsheets Databases Narrative Audio Image Text Video Web page Interactive Libraries Portals Search engines Indiv learner Group leader Coach Participant Mentor Supervisor Rapporteur Facilitator Deliverer Pair person Presenter Peer assessor Moderator 1 – many Group based Class based 1-1 S to S 1-1 S to T Individual Artefact Assignment Brainstorming Buzz words Defending Dissertation Drill & practice Essay Exercise Fishbowl Ice breaker MCQ Mindmaps Negotiating Pair dialogues Performance Portfolio Product Question & answer Resource-based Role play Rounds Short answer Snowball Debate Test Voting Assimilative Reading Viewing Listening Assessment Tools & Resources Roles Interaction Technique Type Types of learning activities
  • 6.  
  • 7. CAA barriers and enablers
    • Potential time savings, especially with marking
    • New pedagogical models
    • Repurposing year on year
    • Reflection on practice
    • Shared question banks
    • ‘ More objective’
    • Considered restricting
    • Time and effort in development and management
    • Difficult to measure higher order thinking
    • Security issues
    • Stress!
    • Tools still rudimentary
  • 8. Modelling online assessment
    • Various approaches possible
      • Specification of functions
      • Use cases
      • Role-based approach
        • 21 roles identified (item creater, scheduler, test viewer, etc)
  • 9. items Anatomy of an online assessment system
  • 10. Items items item validator item viewer item author Anatomy of an online assessment system
  • 11. Items assessments items item validator item viewer item author Anatomy of an online assessment system
  • 12. Items Assessments assessments items item validator item viewer item author test viewer test validator test author Anatomy of an online assessment system
  • 13. Items Assessments Test instance System, user & group admin invigilator groups test instance assessments items learner timetabler group administrator system administrator item validator item viewer item author test viewer test validator test author user access administrator users Anatomy of an online assessment system responses and results
  • 14. Items Assessments Responses and results Test instance System, user & group admin invigilator responses and results groups test instance assessments items marks modifier statistics monitor marks monitor marker answer monitor learner feedback administrator learner timetabler group administrator system administrator item validator item viewer item author test viewer test validator test author user access administrator users Anatomy of an online assessment system
  • 15.  
  • 16. TOIA
    • TOIA is a free tool for developing and managing online assessments (www.toia.ac.uk)
    • Software underpinned by two principles
      • Understanding CAA barriers and enablers
      • Knowledge of articulation of the roles and functions of an online assessment system
    • Detailed formative evaluation studies during the development phase of the engine used to iteratively improve and tailor requirements to end user needs
  • 17. Evaluation aims
    • Aims were to:
      • test out the functionality of the TOIA system
      • assess navigational and usability issues
      • gain an understanding of the ways in which it would be used
      • identify any barriers to or enablers for CAA and in particular the use of TOIA
  • 18. Evaluation methodology
    • Usability trails of TOIA prototype
      • users working through the system with an observer on the side making detailed notes on their activities, noting any problems or navigational issues which arose
    • Semi-structured interviews
      • gain understanding of how TOIA might be used and associated barriers/enablers
      • describe institutional culture and attitudes to learning and teaching/implementation of assessment technologies
  • 19. Emergent themes
    • Training
    • Uses
    • Barriers
    • Enablers
    • Issues
    • Teaching strategies
    • Student experience
    • Question types
    • Interoperability
    • Questionbanks
  • 20. Training
    • Practitioners primarily self-taught
    • Little institutional support
    • Workshop not specific and targeted
    • Additional support through
      • Peers
      • Conference attendence
  • 21. Uses
    • Mainly formative
    • Summative still considered high risk
    • High % drill and practice
    • Some diagnostic
    • Increasing interest in automatic essay marking
  • 22. Barriers
    • Lack of
      • skills to create good questions
      • time, return on investment
      • variety of question types
      • understanding at institutional level
      • institutional support/personal recognition
      • technical expertise/support
    • Terminology confusion
  • 23. Enablers
    • Personal interest and motivation
    • Return on investment
    • Shift toward institutional VLEs and CAA systems
    • Students perceptions and expectations
    • Good central support
    • CAA features (automatic marking, instant feedback and reusability of questions)
    • Usage statistics for monitoring of and feedback to students
    • Making teaching and learning more explicit (QA)
    • Learning from peers
  • 24. Issues
    • Difficult to quantify time invested, therefore difficult to incorporate into workloads
    • CAA still not ‘mission’ critical
    • Security and authentication
    • Legacy systems
  • 25. Teaching strategies
    • Discipline differences evident
    • Formative CAA to
      • encourage reflection
      • provide feedback
      • enhance student learning
    • Reward through allocation of marks
    • Use of date restriction facility
    • Used across years, but weighted to first-years and lower level skills
    • Completion of a self-test after working through a topic
    • Complement to a face-to-face seminar
    • Phased tests to improve attendance rates
    • To re-orientate returning work-based students
  • 26. Strategies for designing questions
    • Creative and iterative process, requiring specialised skills
    • Need to be interesting, motivating and engaging
    • Initially as MCQ then as alternative form
    • Adaptation of peer questions
    • Importance of mixed question types and overall design of the questionnaire
    • Match of topic and skill level to type of question
    • Increased interest in adaptive testing and link to student’s prior performance
    • Assessment of base level skills to tailor assignments
  • 27. Student experience
    • Generally positive, some see it as more objective!
    • Increasing used to computers, but there are still issues of academic e-literacy
    • Usage varied across day and night – indicating that students like the flexibility
    • Automatic storing and instant feedback motivating
  • 28. Question types
    • Some correlation between question types and subject
    • More objective and drill and practice type questions used in science and engineering
    • Difficulty in creating good question types - specialised skills needed to achieve this
    • Multiple choice questions were most popular type
    • Indication that there are differences in the types of question used across the FE and HE (academic versus vocationally)
  • 29. Interoperability
    • Surprisingly high awareness
    • Considered highly important
    • Specific issues
      • linking legacy systems
      • current inaccuracy of much information held centrally within institutions resulting in the need for duplication of data at the local level
    • Need to consider educational as well as technical interoperability
    • Ease of transfer cited as more important than wholesale course exporting
    • Concern over investment of time if materials could not be exported
  • 30. Questionbanks
    • Most saw value of developing question banks
    • Issues
      • ownership, IPR and quality assurance
      • potential conflict between sharing resources and the opportunity for commercial exploitation
      • conflict between the development of generic questions and the ability to personally adapt questions
    • Benefit of developing local departmental or institutional question banks
    • Developing shared materials were considered beneficial staff development, peer support and validation
  • 31. TOIA specific issues
    • Overall very positive
    • Most users felt it was usable and comprehensive
    • Interface issues (rectified in subsequent versions)
    • Need for different author and administration views
    • Provided a comprehensive set of tools and functionality, with a better range of questions
    • Easier to use than many existing products
    • Support staff felt that it would be easier to support
    • Most happy with range of questions
  • 32. TOIA benefits
    • Self-explanatory
    • Easy to use
    • Flexible
    • Interoperable
    • Provided customisable style sheets
    • Good from a support perspective
    • Free!
    • Offered a complete system
  • 33. TOIA disadvantages
    • Lack of large choice of question types
    • Concern over the long term maintenance of free software/ the conflict between free tools and commercial version
  • 34. Emergent questions
    • As new and more user-focused assessment tools are developed what impact might these have on the development of new forms assessment?
    • What new forms of literacy are required for students and staff involved in online assessment?
    • How can assessment tools be more effectively integrated with other e-learning systems?
    • What is the impact of increased use of e-assessment in the role of e-learning strategy and policy?
  • 35. Using evaluation to inform the evaluation of a user-focused assessment engine Gráinne Conole 1 and Niall Sclater 2 1 University of Southampton 2 University of Strathclyde www.toia.ac.uk [email_address] Sclater.com