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What Can e-Assessment Do for  Teaching & Learning? <ul><ul><li>Cliff Beevers </li></ul></ul><ul><ul><li>e-Assessment Assoc...
Introduction <ul><li>http://caa.ecs.soton.ac.uk/papers/ </li></ul><ul><li>Technology to serve Education </li></ul><ul><ul>...
Definition <ul><li>e-Assessment  occurs when there is an </li></ul><ul><ul><li>automated marking/response, to student inpu...
Outline <ul><li>ARG principles </li></ul><ul><ul><li>Successful e-assessment </li></ul></ul><ul><li>Other research </li></...
ARG’s Formative Principles <ul><li>Effective planning of T&L </li></ul><ul><li>Focus on how students learn </li></ul><ul><...
ARG’s Formative Principles <ul><li>Foster motivation </li></ul><ul><li>Promote learning goals </li></ul><ul><li>Help impro...
Examples of Formative Success <ul><li>ALTA at Primary/Secondary </li></ul><ul><li>SCHOLAR at Secondary/Tertiary </li></ul>...
Heriot-Watt Experience <ul><li>CALM started in 1985 and used      e-assessment in: </li></ul><ul><ul><li>Diagnostic tests ...
ARG’s Summative Principles <ul><li>Valid : measure appropriate achievements </li></ul><ul><li>Reliable : accurate and cons...
Innovation to Mainstream <ul><li>1985 CALM </li></ul><ul><ul><li>provides formative assessment </li></ul></ul><ul><li>1995...
Example of Summative Success <ul><li>Research  to check on  Reliability  &  Validity </li></ul><ul><li>Impact : encourages...
QTI <ul><li>Benefits : </li></ul><ul><ul><li>no lock in to supplier  </li></ul></ul><ul><ul><li>question sharing potential...
Barriers <ul><li>Time to create good questions </li></ul><ul><li>High initial costs </li></ul><ul><li>Poor collaboration h...
PASS-IT Background <ul><li>Collaborative project: HW/LTS/BBC/SFEU/SQA </li></ul><ul><li>Built on previous work </li></ul><...
PASS-IT Summary <ul><li>Pilots delivered in  </li></ul><ul><ul><li>6 levels in 1 subject </li></ul></ul><ul><ul><li>Variet...
Role of Steps <ul><li>Can over-complicate for good students  </li></ul><ul><li>Provides structure in formative tests </li>...
Alternative Evidence <ul><li>Higher Mathematics </li></ul><ul><li>3 NAB units available from 2005/6 </li></ul><ul><ul><li>...
Conclusions <ul><li>What works in Education? Make that the standard. </li></ul><ul><li>e-Assessment can: </li></ul><ul><ul...
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What can e assessment do for teaching & learning

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Transcript of "What can e assessment do for teaching & learning"

  1. 1. What Can e-Assessment Do for Teaching & Learning? <ul><ul><li>Cliff Beevers </li></ul></ul><ul><ul><li>e-Assessment Association </li></ul></ul><ul><ul><li>On behalf of the eAA expert panel </li></ul></ul>
  2. 2. Introduction <ul><li>http://caa.ecs.soton.ac.uk/papers/ </li></ul><ul><li>Technology to serve Education </li></ul><ul><ul><li>Build on research </li></ul></ul><ul><li>More complex question & test structure </li></ul><ul><ul><li>Fast/accurate feedback </li></ul></ul><ul><li>Efficient use of data </li></ul>
  3. 3. Definition <ul><li>e-Assessment occurs when there is an </li></ul><ul><ul><li>automated marking/response, to student input on-screen in a test, informing on the process of answering a question and providing feedback to learners and their teachers through well-crafted advice and reports. </li></ul></ul>
  4. 4. Outline <ul><li>ARG principles </li></ul><ul><ul><li>Successful e-assessment </li></ul></ul><ul><li>Other research </li></ul><ul><ul><li>Greenwood et al (1998) </li></ul></ul><ul><li>Int Conf Mathematics/Science Edu and Tech, Vol. 2000, Iss 1, 2000, 179 </li></ul><ul><ul><li>Sandine et al (2005) </li></ul></ul><ul><li>“ The National Assessment of Educational Progress in Online Assessment in Mathematics and Writing” </li></ul><ul><ul><li>Ashton et al (2005) </li></ul></ul><ul><li>BJET, 36(5), 771-787 </li></ul>
  5. 5. ARG’s Formative Principles <ul><li>Effective planning of T&L </li></ul><ul><li>Focus on how students learn </li></ul><ul><li>Centre of classroom practice </li></ul><ul><li>Promote professional skills </li></ul><ul><li>Sensitive/constructive </li></ul>
  6. 6. ARG’s Formative Principles <ul><li>Foster motivation </li></ul><ul><li>Promote learning goals </li></ul><ul><li>Help improve learning </li></ul><ul><li>Develop self-assessment </li></ul><ul><li>Recognise range of achievement </li></ul>
  7. 7. Examples of Formative Success <ul><li>ALTA at Primary/Secondary </li></ul><ul><li>SCHOLAR at Secondary/Tertiary </li></ul><ul><li>Medicine at Dundee </li></ul><ul><li>Maths at Newcastle/Birmingham </li></ul><ul><li>Physics at Surrey </li></ul><ul><li>Open University courses </li></ul><ul><li>Professional eg Accountancy </li></ul>
  8. 8. Heriot-Watt Experience <ul><li>CALM started in 1985 and used e-assessment in: </li></ul><ul><ul><li>Diagnostic tests </li></ul></ul><ul><ul><li>Self-testing </li></ul></ul><ul><ul><li>Monitoring reports </li></ul></ul><ul><ul><li>Motivating exercises to test the gifted </li></ul></ul><ul><ul><li>Grading in part from 1995 </li></ul></ul><ul><li>More info at www.calm.hw.ac.uk </li></ul>
  9. 9. ARG’s Summative Principles <ul><li>Valid : measure appropriate achievements </li></ul><ul><li>Reliable : accurate and consistent </li></ul><ul><li>Impact : desirable for T&L </li></ul><ul><li>Practical : resources provide value </li></ul>
  10. 10. Innovation to Mainstream <ul><li>1985 CALM </li></ul><ul><ul><li>provides formative assessment </li></ul></ul><ul><li>1995 </li></ul><ul><ul><li>CAA used summatively after educational evaluation </li></ul></ul><ul><li>1999 SCHOLAR </li></ul><ul><ul><li>creates e-learning across broad spectrum of subjects in Higher and Advanced Higher </li></ul></ul><ul><li>2001 </li></ul><ul><ul><li>Research with SQA on medium and partial credit effects </li></ul></ul><ul><li>2003 PASS-IT begins </li></ul>
  11. 11. Example of Summative Success <ul><li>Research to check on Reliability & Validity </li></ul><ul><li>Impact : encourages use of formative e-resources </li></ul><ul><li>Practical : 500 undergraduates tested over week </li></ul><ul><ul><li>randomisation </li></ul></ul><ul><ul><li>mathematical expressions </li></ul></ul><ul><ul><li>steps </li></ul></ul><ul><ul><li>provided immediate re-test. </li></ul></ul>
  12. 12. QTI <ul><li>Benefits : </li></ul><ul><ul><li>no lock in to supplier </li></ul></ul><ul><ul><li>question sharing potential </li></ul></ul><ul><li>Barriers : </li></ul><ul><ul><li>reduced range & quality of question types </li></ul></ul><ul><ul><li>MCQ + variants too restrictive </li></ul></ul><ul><ul><li>lessons not passed on </li></ul></ul><ul><ul><li>not appropriate in STEM subjects </li></ul></ul><ul><ul><li>lack of adaptive modes </li></ul></ul>
  13. 13. Barriers <ul><li>Time to create good questions </li></ul><ul><li>High initial costs </li></ul><ul><li>Poor collaboration history </li></ul><ul><li>NIH </li></ul><ul><li>Digital divide </li></ul>
  14. 14. PASS-IT Background <ul><li>Collaborative project: HW/LTS/BBC/SFEU/SQA </li></ul><ul><li>Built on previous work </li></ul><ul><li>Explored the potential of formative/summative e-testing </li></ul><ul><li>in post-16 education </li></ul><ul><li>1042 candidates in 21 schools/3 colleges </li></ul>
  15. 15. PASS-IT Summary <ul><li>Pilots delivered in </li></ul><ul><ul><li>6 levels in 1 subject </li></ul></ul><ul><ul><li>Variety of levels in 5 other subjects </li></ul></ul><ul><li>Support candidates with additional needs </li></ul><ul><li>Candidate questionnaires & focus group for teachers/IT staff </li></ul><ul><li>Summary at www.pass-it.org.uk/project_materials.asp </li></ul>
  16. 16. Role of Steps <ul><li>Can over-complicate for good students </li></ul><ul><li>Provides structure in formative tests </li></ul><ul><li>Helps with partial credit </li></ul><ul><li>Contributes to comparability with paper tests </li></ul><ul><ul><li>Ashton et al, (2006) BJET, 37(1), 93-119 (2006) </li></ul></ul>
  17. 17. Alternative Evidence <ul><li>Higher Mathematics </li></ul><ul><li>3 NAB units available from 2005/6 </li></ul><ul><ul><li>Practice for unit assessment </li></ul></ul><ul><ul><li>Taking actual unit assessment </li></ul></ul><ul><ul><li>Initially 1300 registered, 25 schools, >8000 tests </li></ul></ul><ul><ul><li>Re-sits available on demand </li></ul></ul><ul><ul><li>7% - 15% coverage since 2007 </li></ul></ul>
  18. 18. Conclusions <ul><li>What works in Education? Make that the standard. </li></ul><ul><li>e-Assessment can: </li></ul><ul><ul><li>Enhance teaching, improve learning and measure part of it. </li></ul></ul><ul><li>F ormative: SCHOLAR (Scotland) from 1999 </li></ul><ul><li>R esearch: www.pass-it.org.uk , 2003-5 </li></ul><ul><li>S ummative: e-NABs from 2006 </li></ul>
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