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Holmes online educa assessment workshop 2010



Introduction to workshop

Introduction to workshop
APP18: Assessing Learning in a Digital World, Part I
Thursday, December 2, 2010, 14:30 - 16:00



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Holmes online educa assessment workshop 2010 Holmes online educa assessment workshop 2010 Presentation Transcript

  • New ways of learning need new ways of assessing Brian Holmes Head of Department Executive Agency for Education, Audiovisual and Culture Online Educa, Berlin, 2 December 2010
  • The Red Flag Act
    • British 1865 Locomotive Act (the 'red flag act')
    • Required three men to operate a motorised vehicle
    • A man with a red flag or lantern had to walk ahead to warn people
    • Existing approaches to safety applied to new ways of travelling
  • Existing assessment approaches
    • In 2010, Janette is studying an MBA with a leading university
    • Lectures complemented by online tutorials
    • Books, films and other resources available online
    • A lively social network supports students’ learning
    • Students work collaboratively on projects
    • Janette studies where she wants, when she wants and with whom she wants
    • To obtain her diploma, Janette must attend fixed exams, in a closed room with no internet access
  • Innovation in learning
    • Technology has changed
      • Mobile
      • Personal
      • Connected
    • Internet has changed
      • Social networks
      • Peer to peer
      • User produced content
    • Pedagogy has changed
      • Collaborative
      • Project based
      • Learning by doing
    An examination room for statistics
    • Assessment and certification has hardly changed
  • Key competences EU (2004) Summary courtesy of Tapio Säävälä, European Commission Transversal competences
  • New skills for new jobs (1/2) Redecker et al (p.135, 2010)
    • Study by JRC of competences needed for 2020-30
    • Linked to EU’s Europe 2020 strategy
    • Consulted a variety of stakeholders
    • Asked their opinion on a number of scenarios
  • New skills for new jobs (2/2)
    • 88% of respondents agreed that:
    • “ Education and training institutions have to implement better monitoring and assessment mechanisms which detect individual learning needs”
    • Redecker et al (p.17, 2010)
    Redecker et al (2010)
  • Impact of web 2.0 on learning
    • “ The present forms of assessment, certification and accreditation do not adequately capture the learning processes and outcomes that arise in social computing environments”
    • Redecker et al (p.103, 2009)
    Redecker et al (2009)
  • Online learning communities
    • Online communities support learning with experts and workers with relevant knowledge, skills and competences
    • They have major potential for the Education and Training policy objectives
    • “ However, this requires the revision of strategies for curricula development, learning methods and objectives and assessment approaches in institutions” Ala-Mutka (p.63, 2008)
    Ala-Mutka (2008)
  • ICT in primary schools
    • ICT supported assessment can give more sophisticated feedback to teachers, pupils and parents
    • Virtual Learning Environments allow individual tracking of progress (e.g. in ePortfolios)
    • ICT can support pupils to assess their own progress
    • Further investigation is needed into all aspects of assessment
    EUN (2009)
  • What do teachers think?
    • “ Education policy cannot promote education based upon collaborative learning, with an emphasis on 'know how' rather than 'know why', focusing on the development of transversal skills, networked learning, etc., whilst maintaining assessment approaches that are based upon summative exams in physical locations that mainly test factual memory. ” Ala-Mutka et al (p.38, 2010)
    Ala-Mutka et al (2010)
  • What do policymakers think (1/2)?
    • “ Using ICT throughout the academic year and then providing end-of-year pen and paper tests are not a compatible exercise and will affect adversely the pupil performance. Hence assessment should also mirror how ICT has been utilised in the classroom and in education in general.”
    • EU (p.20, 2010)
    EU (2010) ICT cluster
  • What do policymakers think (2/2)?
    • Demonstrating progress in developing key competences is motivating for learners
    • Crucial to the innovative use of assessment are the competences of teachers
    • Assessment is a multi-faceted process including culture, values and ethics
    • Who has the right to assess, interpret results and communicate them?
    • What is the impact on an individual’s self-esteem and motivation?
    • New assessment approaches needed to assess transversal competences
    EU (2009)
  • Moving beyond the red flag
    • Important issues to be considered when carrying out assessment and certification of networked learning, employing constructivist pedagogy such as peer-learning, project-based learning, collaboration and learning communities
    Workshops: Assessing learning in a Digital World
  • References (1/2)
    • Ala-Mutka, K. (2010) Learning in informal online networks and communities , Institute for Prospective Technological Studies (IPTS), JRC, European Commission ( http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=3059 )
    • Ala-Mutka, K., Redecker, C., Punie, Y., Ferrari, A., Cachia, R. & Centeno, C. (2010) The Future of Learning: New Ways to Learn New Skills for Future Jobs , Institute for Prospective Technological Studies (IPTS), JRC, European Commission ( http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=3679 )
    • EU (2010) LEARNING, INNOVATION and ICT - Lessons learned by the ICT cluster, Education & Training 2010 programme, Brussels, European Commission. ( http://www.kslll.net/PeerLearningClusters/clusterDetails.cfm?id )
    • EU (2004) Key Competences for Lifelong Learning, a European Reference Framework, European Commission. ( http://ec.europa.eu/education/policies/2010/doc/basicframe.pdf )
    • EU (2009) Education and Training 2010, Assessment of key competences - Joint seminar of the Peer Learning Clusters ‘Key Competences’, ‘Teachers and Trainers’, ‘Maths, Science and Technology’, and ‘Learning Outcomes’, 15 October 2009, European Commission. ( http://www.kslll.net/Documents/Assessment%20of%20Key%20competences_joint%20seminar%20Oct.%202009.pdf )
  • References (2/2)
    • EUN (2009) Study of the impact of technology in primary schools – Synthesis Report, European Schoolnet (EUN), European Commission study ( http://eacea.ec.europa.eu/llp/studies/study_impact_technology_primary_school_en.php )
    • Redecker, C., Ala-Mutka, K., Bacigalupo, M., Ferrari, A. & Punie, Y. (2009) Learning 2.0: the impact of Web 2.0 innovations on education and training in Europe , Institute for Prospective Technological Studies (IPTS), JRC, European Commission ( http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=2899 )
    • Redecker, C., Leis, M., Leendertse, M., Punie, Y., Gijsbers, G., Kirschner, P., Stoyanov, S. & Hoogveld, B. (2010) The Future of Learning: New Ways to Learn New Skills for Future Jobs , Institute for Prospective Technological Studies (IPTS), JRC, European Commission ( http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=3659 )
  • Thank you ! ‘ Learning and innovation go hand in hand. The arrogance of success is to think that what you did yesterday will be sufficient for tomorrow. ’ William Pollard http:// eacea.ec.europa.eu/static/en/llp/index_en.htm The Lifelong Learning Programme: DG Education and Culture: http:// ec.europa.eu/dgs/education_culture/index_en.html The Executive Agency: http:// eacea.ec.europa.eu [email_address]