e-Assessment and the Independent Learner
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e-Assessment and the Independent Learner

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Presentation delivered by Phil Butcher (OU) at eAssessment Scotland 2010

Presentation delivered by Phil Butcher (OU) at eAssessment Scotland 2010

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    e-Assessment and the Independent Learner e-Assessment and the Independent Learner Presentation Transcript

    • E-assessment and the independent learner Phil Butcher OU E-assessment adviser September 2010
    • Student views
      • “ Interactive assessment (is) a particularly good
      • learning tool, if you are getting the answer wrong it
      • doesn’t give you the answer right away but gently
      • coaches you till you get it right yourself.”
      • “ You don't always appreciate what you’re reading
      • and its significance, until you try and apply it. ”
    • E-assessment for learning
      • The Open University’s starting position
      • Our students study independently
      • … at home
      • … with a variety of work and study patterns
      • … they may be in different time zones
      • We have sufficiently large student numbers
      • … to invest in computing and network infrastructure
      • … to invest in writing e-assessments
      • … with feedback
      • We have lots of reference material online and in print.
    • E-assessment for learning
      • The Open University seeks to use technology that is in the home
      • … 1987 personal computers at home
      • … 1998 interactive multimedia on CD
      • … 2002 first use of e-assessment
      • … 2005 current version of OpenMark
      • adopted Moodle as the institutional VLE
    • Conditions in which assessment supports learning ( Gibbs and Simpson 2004 )
      • Assessed tasks capture sufficient study time and effort.
      • These tasks distribute student effort evenly across topics and weeks.
      • These tasks engage students in productive learning activity.
      • Assessment communicates clear and high expectations to students.
      • Sufficient feedback is provided, both often enough and in enough detail.
      • The feedback is provided quickly enough to be useful to students.
      • Feedback focuses on learning rather than on marks or students themselves.
      • Feedback is linked to the purpose of the assignment and to criteria.
      • Feedback is understandable to students, given their sophistication.
      • Feedback is received by students and attended to.
      • Feedback is acted upon by students to improve their work or learning.
    • E-assessment for learning
      • Four guiding principles behind OpenMark
      • The emphasis placed on feedback.
      • Allowing multiple attempts.
      • The breadth of interactions supported.
      • The design for anywhere, anytime use.
    • The emphasis placed on feedback
    • Before we go any further
      • Feedback is harder to write than the question or the correct answer.
      • How many students will need it?
      • So how much effort do you put into it?
    • The emphasis placed on feedback
      • S104 – iCMA49 – Question 4 - 2009
    • The emphasis placed on feedback and marks!
      • S104 – iCMA49 – Question 4 - 2009
    • The emphasis placed on feedback and marks!
      • The proportions of students who score 0, 1, 2 or 3 marks per question for several S104 iCMAs.
    • The emphasis placed on feedback and marks!
      • Distribution of scores based on first attempt, first two attempts and all attempts for a typical S104 iCMA.
    • Pertinence to distance learning
      • Instant and personalised feedback
        • … which leads to future learning
        • … randomization allows re-use
      • Economies of scale
      • Available 24/7
      • Controlled marking and feedback quality
      • Linkage via ‘reports’ and a ‘gradebook’ to targetted support (self and teacher monitoring)
    • OU e-assessment usage
    • OU impact on Moodle Quiz
      • OU Moodle has had full feedback, multiple attempts and better navigation since 2008
      • OpenMark integration since 2009
      • These features are being added to Moodle 2.1 and will be widely available from 2011
      • Moodle Gradebook and Quiz Reports re-writes were also OU sponsored
    • Phil Butcher [email_address] More interactive examples with feedback http://www.open.ac.uk/colmsct/projects/icma http://www.open.ac.uk/openmarkexamples Where we have reached with Moodle http://labspace.open.ac.uk/course/view.php?id=3484
    • A showcase of projects supported in OpenMark
      • For interactive demonstrations please visit the websites on the previous slide.
      • The presentation at eAssessment Scotland used live demonstrations. The following slides are provided for any reader of this Powerpoint presentation.
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