What Does the Future Hold for e-Assessment?
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What Does the Future Hold for e-Assessment?

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Presentation given by Martin Ripley at eAssessment Scotland 2010

Presentation given by Martin Ripley at eAssessment Scotland 2010

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What Does the Future Hold for e-Assessment? What Does the Future Hold for e-Assessment? Presentation Transcript

  • What does the future hold for e-assessment?
    Martin Ripley
    World Class Arena Ltd
    www.worldclassarena.net
  • Development and adoption of project
    Cisco, Intel, Microsoft joint contribution to improve education
    Joint company taskforce – 9 members
    Dr Robert Kozma as consultant
    Aim to improve 21st century skills
    Define them clearly
    Make them measurable
    Connect with the classroom
    Cisco, Intel Microsoft now supporting an international team
  • Assessment in 21st Century
    Existing models of assessment are typically at odds with the skills, knowledge, attitudes and characteristics of self-directed and collaborative learning that are increasingly important for our global economy and fast changing world.
    New assessments are needed that measure these skills and provide information that is needed by students, teachers, parents, administrators, and policymakers to catalyze and support systemic education reform.
    These assessments should engage students in the use of technology and digital resources and the application of a deep understanding of subject knowledge to solve complex, real world tasks and create new ideas, content, and knowledge.
    Intel, Microsoft, and Cisco Education Taskforce
    Transforming Education:
    Assessing and Teaching the Skills Needed in the 21st Century
    A Call to Action
  • Engagement of countries and other companies
    Founder Countries
    Australia, Finland, Portugal, Singapore, UK, USA
    Other countries can join
    Collaborative electronic space
    Other companies can fund work
    If it fits the project’s program
    If the company has relevant expertise
    If the company agrees thatall results will be in the public domain, asCisco, Intel and Microsoft have.
  • White papers developed in 2009 by working groups
    Defining 21st Century Skills
    Ms Senta Raizen, WestEd
    Methodological Issues
    Dr Mark Wilson, University of California, Berkeley
    Technological Issues
    Dr Beno Csapo, University of Szeged, Hungary
    Classrooms and Formative Evaluation.
    Dr John Bransford, University of WashingtonDr Marlene Scardamalia, University of Toronto
    Policy Frameworks for New Assessments
    Dr Linda Darling-Hammond, Stanford University
  • Defining 21st Century Skills
  • Defining 21st Century Skills
  • Defining 21st Century Skills
  • Defining 21st Century Skills
    Conceptual structure
    Ways of thinking
    Creativity and innovation
    Critical thinking, problem solving
    Learning to learn, metacognition
    Ways of working
    Communication
    Collaboration (teamwork)
    Tools for working
    Information literacy
    ICT literacy
    Living in the world
    Citizenship – local and global
    Life and career
    Personal, social responsibility
  • A framework for 21st century skills
    Assessments signal priorities for curriculum and instruction
    Teachers model the pedagogical approach
    Curriculum developers respond
    Schools and teachers tend to focus on what is tested rather than underlying standards or learning goals
    May encourage a one-time performance orientation and transmission-type teaching
    Instructional/teaching time is diverted to specific test preparation activities
  • WCAL research
    Collaborative problem solving
  • Participation skills
    Low
    Peripheral participation
    Low subjective responsibility for outcomes of collaboration, leading to lurking behaviour
    Simple epistemological beliefs (knowledge is perceived as fixed and to be transmitted from teacher/textbook to learner)
    Middle
    Activity in scaffolded environments
    Responding to cues in communication
    Medium subjective responsibility for outcomes of collaboration
    Developed epistemological beliefs (knowledge is perceived as fixed, but can be elaborated through communication and collaboration)
    High
    Initiating and promoting interaction
    Activating and scaffolding others in participation
    Ensuring equal participation rates among group members
    High subjective responsibility for outcomes of collaboration
    Sophisticated epistemological beliefs (knowledge is perceived as fluid, constructed, and inherently social/collaborative in nature)
  • Perspective taking skills
     Low
    Low levels of empathy
    High egocentric bias
    Social projection (expectation of others as highly similar to oneself)
    Ignoring contributions from others
    Contributions are not tailored to participants
    Middle
    Medium levels of empathy
    Medium level of egocentric bias
    Receptive ability (being able to understand what others want to convey, e.g. from overhearing)
    Contributions from others are taken into account
    Contributions are moderately tailored to recipients
    High
    High levels of empathy
    Low or no egocentric bias
    Contributions from others are embraced and contextualized with respect to collaborators’ opinions and skills
    Eliciting contributions from others (e.g. through questions)
    Contributions are tailored to recipients (audience design)
  • Task regulation skills
    Low
    Trial and error hypothesis testing
    Unorganized sequence of solution attempts
    Little or no goal setting
    Variety of taskwork mental models will be ignored
    Middle
    Forward search through a problem space
    Organized sequence of solution attempts
    Setting of unspecific goals
    Variety of taskwork mental models will be taken into account
    High
    Reflective regulation
    Forward and backward search through a problem space
    Strategic oversight over collaborative strategy
    Setting of specific goals
    Variety of taskwork mental models will be harnessed productively
  • Knowledge building skills
    Low
    Knowledge telling
    Sharing of information
    Isolated contributions
    Lack of argumentation patterns
    Middle
    Critical analysis of information
    Building on input from others
    Adding information/data
    Forming of incomplete arguments
    High
    Knowledge transforming
    Integration and synthesis of multiple artefacts
    Forming of complete, proper arguments (explanatory coherence) 
  • Social regulation skills
    Low
    Low tolerance for ambiguity
    Competitive or individualistic social value orientation
    Low readiness to negotiate joint understanding
    Tendency to withdraw after conflict arises
    Middle
    Cooperative social value orientation
    Attempts to negotiate joint understanding
    Conflicts will be avoided
    Initiation of compromises
    High
    Pro-social attitudes
    Strategies for conflict resolution
    Conflicts are regarded as productive tensions
    Initiation of successful compromises
  • WCAL research
    Collaborative problem solving
    A simple task (i.e. one we don’t want)
  • WCAL research
    More complex problem solving model
  • WCAL research
    Collaborative problem solving
    A complex task (parallel rather than serial processes)
  • Sample task
  • WCAL approach
  • Sample task
  • Sample task