CODE_Assessment for Flexible LearningPresentation Transcript
Designing Learning-oriented Assessment for Flexible Learning and Teaching
Professor Mike Keppell
Director, The Flexible Learning Institute
Charles Sturt University
Charles Sturt University Multiple campuses across regional NSW
About CSU Charles Sturt University Regional University Multiple Campuses Nine Campuses (NSW & Canada) Four Faculties Arts, Business, Education, Science 24 Schools Focus on Professions
About CSU - 2010 Total students 37,964 Domestic 32,645 International 5,319 On campus 9,568 Distance education 23,367 Mixed mode 5,029 Academic staff 672 General staff 1144 Courses/Degrees 400
Context for distance learners
Curricular landscape of distance learners
Importance of assessment for distance learners
Assessment-as-learning for distance learners
Design of learning-oriented assessment
Challenges of learning-oriented assessment
Context for Distance Learners
Off-campus and on-campus experience
Ubiquity of ‘places’ and ‘spaces’ of learning
Flexible learning options
Life-wide and life-long learning
Context for Distance Learners
Growing acceptance that learning occurs in different ‘places’ - on-campus/off-campus
Approaches emerging include ‘flexible’, ‘open’, ‘distance’ and ‘off-campus’ that assist the ubiquity of learning in a wide range of contexts (Lea & Nicholl, 2002).
Growing acceptance of life-long and life-wide learning.
...provides opportunities to improve the student learning experience through flexibility in time, pace, place (physical, virtual, on-campus, off-campus), mode of study (print-based, face-to-face, blended, online), teaching approach (collaborative, independent), forms of assessment and staffing . It may utilise a wide range of media, environments, learning spaces and technologies for learning and teaching.
Blended & Flexible Learning...
...is a design approach that examines the relationships between flexible learning opportunities, in order to optimise student engagement and equivalence in learning outcomes regardless of mode of study (Keppell, 2010, p. 3).
Curricular Landscape of Distance Learners
Contemporary curriculum needs to be designed to account for a variety of perspectives so that distance learners can engage as successful learners.
Designing curriculum through multiple perspectives ensures that the different circumstances of the distance learner are considered in a thoughtful and considered way.
Learning spaces Pedagogy
Physical Virtual Formal Informal Informal Formal Blended Mobile Personal Outdoor Professional Practice Distributed Learning Spaces Academic
Pedagogy & Multi-literacies
Designing curricular from a pedagogical perspective directly influences assessment design.
Designing curricular from a multi-literacies perspective embeds teacher and student digital interactions into the curriculum.
assessment is used to engage students in learning that is productive
feedback is used to actively improve student learning
students and teachers become responsible partners in learning and assessment
students are inducted into the assessment practices and cultures of higher education
assessment for learning is placed at the centre of subject and program design
assessment for learning is a focus for staff and institutional development
assessment provides inclusive and trustworthy representation of student achievement (Boud & Associates, 2010).
Putting learning at the centre of assessment and reconfiguring assessment design so that the learning function is emphasised.
Learning-oriented assessment Assessment tasks as learning tasks Student involvement in assessment processes Forward-looking feedback
Assessment tasks determine student effort
While students are focussed on the learning task they also fulfil the measurement requirement of the subject/curriculum.
Tasks should require distribution of student time and effort throughout, not just short bursts of energy towards the end (Gibbs & Simpson, 2004)
Assessment Tasks as Learning Tasks
Student Involvement in Assessment
Students begin to learn about assessment
Students begin to determine the quality of their own work
Students learn about reflection, peer feedback and self-evaluation
Some degree of student choice in assessment tasks.
Students need to receive appropriate feedback which they can use to ‘feed forward’ into future work.
Feedback should be less final and judgemental (Boud, 1995)
Feedback should be more interactive and forward-looking (Carless, 2002)
Feedback should be timely and with a potential to be acted upon (Gibbs & Simpson, 2004)
Designing Learning Resources
This subject was designed to allow Hong Kong students to bring together, in a coherent manner, the processes of analysis, design, production and evaluation of learning resources.
The group project provided an opportunity to apply principles and skills learned in the subject.
Needs analysis & Concept map - visual map of project
At least 10 original photographs
One digital learning resource
15 minute presentation about the project
Teacher feedback - Verbal Peer feedback - Verbal Feedback as feed-forward 1. Authentic Task 2. Criteria - Rubric 3. Needs Analysis 4. Concept Map 5. Student Presentation 6. Learning Resource Student feedback - Verbal Teacher feedback - Written Needs analysis Concept map Digital learning resource Report Feedback as feed-forward Assessment AS learning task Students as self-evaluators
ePortfolios in Assessment
Embedding the use of an ePortfolio into the Bachelor of Education (Early Childhood and Primary)
ePortfolio would be iteratively designed throughout the four years of study
Types and Purposes of ePortfolios
Assessment - formative and summative, learning-oriented, feed-forward
Showcase ‘best’ work to peers, teachers, potential employers
Development over time to show changes in thinking. They also provide a ‘snapshot’ of capability at a certain time.
Reflective - personal and professional, critical/analytical as opposed to descriptive (Stefani, Mason & Pegler, 2007)
Embedding of ePortfolios
Different purposes of ePortfolios at different year levels
1st year - development/showcase/assessment
2nd year - reflection/assessment
3rd year - development - self-directed
4th year - showcase and leadership
First Year Activities
Reflection on Graduate Attributes
Learning Contract: filling the perceived gaps – self-directed learning
Course outcomes – reflection on how 1st semester study demonstrated progression.
Characteristics of the Assessment Task
Alignment of learning outcomes, content and assessment
Distribution of student time and effort throughout degree program
Degree of student choice in assessment task
Relationship between assessment task and real-world task
Portfolio could be utilised for different purposes
Challenges - Learning Design
Design of authentic, real-world assessment tasks requires a knowledge of learning outcomes and student-centred pedagogy e.g project-based, problem-based activities
Challenges - Learning Design
Learning design is defined as: “a methodology for enabling teachers/designers to make more informed decisions in how they go about designing learning activities and interventions, which is pedagogically informed and makes effective use of appropriate resources and technologies” (Conole forthcoming, 2012, p. 8).
Wide range of skills that allow the user to to locate, evaluate, organise, analyse and utilise knowledge
Formal literacy, disciplinary literacy, socio-cultural literacy, information literacy.
Accountability and Trust
Accountability of assessment practices is common due to the need for standards
Plagiarism and a lack of trust may influence the types of assessment undertaken
Peer assessment of other students may send mixed signals
Peer learning and peer assessment are about students providing feedback to each other