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Future-directed assessment: Learning that lasts



Presentation given at the MBA Directors' Forum, Brisbane, 3 May 2012

Presentation given at the MBA Directors' Forum, Brisbane, 3 May 2012



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Future-directed assessment: Learning that lasts Future-directed assessment: Learning that lasts Presentation Transcript

  • www.jeremybwilliams.net Chief Academic Officer Knowledge UniverseStamford Plaza Hotel, Brisbane 3 May 2012
  • 2 Overview1. The Five Minute University2. The case for authentic assessment3. Open-book, open-Web examinations4. A sample OBOW exam5. How to construct an OBOW exam6. Summary and conclusions
  • 3
  • 4
  • 5
  • 6 "Life is an open book exam." Professor Alan Blinder Princeton University• Learners need to be convinced of the authenticity of the task if they are to fully engage
  • 7 Authentic assessment defined• “... Engaging and worthy problems or questions of importance, in which students must use knowledge to fashion performances effectively and .”
  • 8Learning design for understanding
  • 9Authentic assessment is not:• multiple-choice tests• fill-in-the-blanks• true-false• matching words• … Students are passive learners 
  • 10
  • 11
  • 12Sound familiar?
  • 13 Assessment of learningContent Assessment Learning outcomes
  • 14Assessment for learningLearning outcomes Assessment Content
  • 15Closed book, invigilated exams are more likely to foster cramming/ data dumping than
  • 16
  • 17 In brief …• A semi-structured ‘mini-case (or ‘caselette’)• Harnesses the power of ICTs to emphasise currency and real world authenticity• A summative assessment item … … invites the student to draw on all that they have learnt (determining what is relevant).
  • 18Dull? Boring? Something to fear?• Final assessment • Boredom and stress not conducive to deep learning• Important to catch the imagination and appeal to the creativity of the learner• Student satisfaction is influenced by positive perceptions toward technology and an autonomous learning mode (Drennan, Kennedy & Pisarski 2005)
  • 19 Key features• Students play the role of decision- maker, auditor, consultant or advisor• They are presented with a unstructured (open-ended) problem that requires resolution (usually in the form of a set of recommendations)• No pre-exam night cramming
  • 20 The template the setting in which theproblem/situation is identified and framed the project and issues to resolve the setting ofparameters and suggestions aboutmethods/concepts/models/tools to employ.
  • 21 The ground rules• To minimise the scope for unethical behaviour …1) Time period for the exam must be sufficiently tight1) Make clear (as a stated objective of the subject) that is the key to success1) Text-book impersonal responses will not attract high grades.
  • 22
  • 23
  • 24 You have to haveinvigilated exams or students will cheat
  • 25Seldom observed points 1) Students cheat during invigilated exams 1) In the adult learner context, only a small percentage will attempt to cheat 2) These people will cheat whatever the exam instrument
  • 26
  • 27 Getting started• Keep a look out for material all the time (not exam time!)• e.g. Local newspaper, periodical websites, magazines, television news or current affairs programmes
  • 28 What to look for• A that learners can easily relate to in lay terms• Objective: to get them to about an issue• Student to act as ‘expert witness’ – an effective mechanism for the validation of their learning in their own minds
  • 29 Creating a scenario• Having settled on a theme, gather together various media that can bring the case to life• The inclusion of hyperlinks, photographs and/or streaming media adds a human dimension 
  • 30 Lead characters• No story is complete without lead characters• Using people with names, and pictures and voices acts as a catalyst to student engagement• Fictional characters must give the appearance of being real!
  • 31 Setting• Role play  the bridge between a learners education and their professional practice• Placing the learner in the role of the key decision maker, the expert advisor, or the auditor• Revisit the stated learning outcomes
  • 32 Defining the parameters• The definition of the assessment task might amount to no more than a paragraph• Ideally it should invite a wide of variety of
  • 33 Striking a balance• Avoid spoon-feeding but …• … not so unstructured a student is either struck by writers block or goes off in the wrong direction.
  • 34 Expectations• Before writing , it is helpful to develop an outline of the kind of response one expects from the learner and, importantly, …• This process may also lead to being refined
  • 35
  • 36 OBOW exams …• A form of assessment that fosters … as opposed to a display of inert knowledge• Test problem-solving skills not memory• Equips learners with 21st Century skills
  • 37 What OBOW exams deliver…• An assessment instrument that is more relevant to goals of the curriculum, greater authenticity, where real-world problems take centre-stage• Allow ICTs to be harnessed to encourage interaction• Student engagement with the assessment task  induces• Low cost solution for exam delivery in open and distance learning
  • 38• Studies show stimulation with audio will increase retention rate by 20%. If stimulated with audiovisual, memory retention climbs to 30%. If presented with interactive multimedia involvement, the retention rate can be as high as 60%.
  • 39 References• Williams, Jeremy B. (2009)The efficacy of the final examination: a comparative study of closed-book, invigilated exams and open-book, open-web exams (with Amy Wong), British Journal of Educational Technology, 40 (2), 227-236).• Williams, Jeremy B. (2007) E-xams: harnessing the power of ICTs to enhance authenticity, (with Wing Lam and Alton Chua), Educational Technology and Society, 10 (3), 209-221.• Williams, Jeremy B. (2007) Using digital storytelling as an assessment instrument: Preliminary findings at an online university, (with Kanishka Bedi), Proceedings of the 11th CAA Conference, pp.433-447, Loughborough, England, 10-11 July.• Williams, Jeremy B. (2006) The place of the closed book, invigilated final examination in a knowledge economy, Educational Media International, 43(2), 107-119.
  • Alan Blinder, http://halleinstitute.emory.edu/images/research/blinder_largeGrant Wiggins, http://myworldpearson.com/images/wiggins.jpgMCQs, http://www1.istockphoto.com/file_thumbview_approve/2856522/2/istockphoto_2856522_multiple_choice_exam.jpgExam halls, http://i.telegraph.co.uk/multimedia/archive/01529/exam-hall_1529387c.jpg~ http://www.admin.ox.ac.uk/schools/graphics/ewert2.JPG~ http://picasaweb.google.com/lh/photo/SQORvbJYKhErQ67sYQgdVg~ http://qixsaliva.blogspot.com/2007/04/final-destination-2.html~ http://www.fotosearch.com/thumb/DGV/DGV078/200239868-001.jpgBruce Wellman http://pairadimes.davidtruss.com/question-everything/Students will cheat http://i36.photobucket.com/albums/e47/priyankashis/cheating.jpgCheating http://i36.photobucket.com/albums/e47/priyankashis/cheating.jpg
  • 41authenticlearning.wordpress.comhttp://sg.linkedin.com/in/jembwilliams@jeremybwilliamshttp://www.slideshare.net/jembwilliams