Using online tools to provide relevant, authentic and timely assessment Hazel Owen (howen@unitec.ac.nz) Helen Martin (hmartin@unitec.ac.nz)

Overview Blended learning ‘ Authentic’ assessment Underpinning principles Example from a blended learning course - Dubai Men’s College Results Conclusion

Blended learning

‘ Authentic’ assessment

Underpinning principles

Example from a blended learning course - Dubai Men’s College

Results

Conclusion

Blended Learning

‘ Authentic’ Assessment

CRSP Shifting assessment foci Learning in real-world contexts Transferable skills Investigational work Problem solving Small group work Analysis and interpretation tasks

Learning Outcomes

Design Chronology

Original HD Foundations Issues: student workloads little alignment - LOs/GOs & assessment application of skills critical thinking skills interconnection of skills / content areas Arabic Math English Research Skills & Projects Computer

Issues:

student workloads

little alignment - LOs/GOs & assessment

application of skills

critical thinking skills

interconnection of skills / content areas

Research Skills and Projects English Math Computer Arabic ICT Learning Strategies ICT Learning Strategies ICT Learning Strategies ICT Learning Strategies ICT Learning Strategies ICT Learning Strategies ICT Learning Strategies Learner independence Learner independence Learner independence Learner independence Awareness Assessment Consolidation Learner independence Learner independence Learner independence

(Adapted from Johnson, & Bray, 2007) Brainstorming ideas; focus on rubric; peer collaboration Iterative process Awarenessgrows with each cycle Draft Feed back Reflect & act Produce Overall positive, informed experience Peer review (strongly scaffolded); teacher review; meta-skills; discussion Define / discuss positives / negatives; identify required support Seek small, regular improvements

(Adapted from Johnson, & Bray, 2007)

Formative

Formative & Summative

The Career Project

Decision Analysis – HD Course

Career Considerations Podcast

Transferring Skills – Math 070

Emiratisation

Research study 810 HDF students over 4 years Range of data collection tools Artifacts produced during the RS&P course Email, interpersonal communication Usage statistics - WebCT Results Feedback from stakeholders

810 HDF students over 4 years

Range of data collection tools

Artifacts produced during the RS&P course

Email, interpersonal communication

Usage statistics - WebCT

Results

Feedback from stakeholders

Nikai Award for Innovation

Conclusion Start small - think big Align / design / refine using LOs and agreed graduate profile Focus on pedagogy not tools ICTELT model (Owen, 2008)‏

Start small - think big

Align / design / refine using LOs and agreed graduate profile

Focus on pedagogy not tools

ICTELT model

(Owen, 2008)‏

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