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Future-directed assessment: Learning that lasts

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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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  • http://myworldpearson.com/images/wiggins.jpg
  • http://pairadimes.davidtruss.com/question-everything/
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    • 1. www.jeremybwilliams.net Chief Academic Officer Knowledge Universe Stamford Plaza Hotel, Brisbane 3 May 2012
    • 2. Overview 1. The Five Minute University 2. The case for authentic assessment 3. Open-book, open-Web examinations 4. A sample OBOW exam 5. How to construct an OBOW exam 6. Summary and conclusions 2
    • 3. 3
    • 4. 4
    • 5. 5
    • 6. "Life is an open book exam." • Learners need to be convinced of the authenticity of the task if they are to fully engage 6 Professor Alan Blinder Princeton University
    • 7. • “... Engaging and worthy problems or questions of importance, in which students must use knowledge to fashion performances effectively and .” 7 Authentic assessment defined
    • 8. 8 Learning design for understanding
    • 9. • multiple-choice tests • fill-in-the-blanks • true-false • matching words • … Students are passive learners  Authentic assessment is not: 9
    • 10. 10
    • 11. 11
    • 12. Sound familiar? 12
    • 13. Assessment of learning Content Assessment Learning outcomes 13
    • 14. Assessment for learning Learning outcomes Assessment Content 14
    • 15. Closed book, invigilated exams are more likely to foster cramming/ data dumping than 15
    • 16. 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). 17
    • 18. Dull? 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) 18
    • 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' 19
    • 20. The template the setting in which the problem/situation is identified and framed the project and issues to resolve the setting of parameters and suggestions about methods/concepts/models/tools to employ. 20
    • 21. The ground rules • To minimise the scope for unethical behaviour … 1) Time period for the exam must be sufficiently tight 1) Make clear (as a stated objective of the subject) that is the key to success 1) 'Text-book' impersonal responses will not attract high grades. 21
    • 22. 22
    • 23. 23
    • 24. You have to have invigilated exams or students will cheat 24
    • 25. 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 Seldom observed points 25
    • 26. 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 27
    • 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 28
    • 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  29
    • 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! 30
    • 31. Setting • Role play  the bridge between a learner's 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 31
    • 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 32
    • 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. 33
    • 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 34
    • 35. 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 36
    • 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 37
    • 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%. 38
    • 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. 39
    • 40. Alan Blinder, http://halleinstitute.emory.edu/images/research/blinder_large Grant Wiggins, http://myworldpearson.com/images/wiggins.jpg MCQs, http://www1.istockphoto.com/file_thumbview_approve/2856522/2/istockphoto_2856522_multiple_choice_exam.jpg Exam 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.jpg Bruce Wellman http://pairadimes.davidtruss.com/question-everything/ Students will cheat http://i36.photobucket.com/albums/e47/priyankashis/cheating.jpg Cheating http://i36.photobucket.com/albums/e47/priyankashis/cheating.jpg
    • 41. authenticlearning.wordpress.com @jeremybwilliams http://sg.linkedin.com/in/jembwilliams http://www.slideshare.net/jembwilliams 41

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