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e-Assessment landscape and trends

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Powerpoint by Grainne Hamilton of RSC Scotland at the Assessment Summit event at SQA Glasgow, 20th March 2014.

Powerpoint by Grainne Hamilton of RSC Scotland at the Assessment Summit event at SQA Glasgow, 20th March 2014.

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  • Go to ‘View’ menu > ‘Header and Footer…’ to edit the footers on this slide (click ‘Apply’ to change only the currently selected slide, or ‘Apply to All’ to change the footers on all slides).To change the image on this slide:Click once on the image to select it, and then delete itDrag a replacement picture to the placeholder or click the icon in the centre of the placeholder to browse for & add another imageOnce you have added your replacement image, you may need to put it into the background so that it doesn’t cover other items on the slide. Do this by right-clicking on the new image and choosing ‘Arrange’ > ‘Send to Back’ from the contextual menu
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  • Steven Kay says about this picture:‘Using OSM data to analyse road networks; this is a map of Edinburgh.The brighter the road, the more places you can reach on foot (or by car) by walking or driving up to 1km. Darker roads are more remote, more 'out of the way'. Dark 'holes' represent parks, golf courses and so on.’
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  • Personalising the learning experience through use of analytics dataMore online data means student learning and patterns can be trackedIncreased use of institutional dashboards to look at trends, can be used by students to provide a view on their study patterns, by support services to see where support interventions might be required, by teaching staff to quickly gain an overview of a student's work and see where encouragement might be requiredNew tools for adaptive learning are being developed which can be used to measure student comprehension in real time and adjust content as needed
  • Steven Kay says about this picture:‘Using OSM data to analyse road networks; this is a map of Edinburgh.The brighter the road, the more places you can reach on foot (or by car) by walking or driving up to 1km. Darker roads are more remote, more 'out of the way'. Dark 'holes' represent parks, golf courses and so on.’
  • Games can also be used to inspire and motivate students that were perhaps harder to reach with other methods of teaching and although they might not be used often in summative assessment currently, providing motivation to learn is likely to result in a deeper engagement with the subject. At the top end of the spectrum, a particularly innovative examples using games for assessment can be found in the work of Helen Keegan at the University of Salford, who developed an alternate reality game to teach the alternate reality games part of the syllabus. The students were given clues they had to follow and it was their natural curiosity that led them to continue to follow the clues and do the tasks in the game. They didn't realise that by following the game through and completing the final task, they would also complete their summative assessment. So the game used stealth assessment and people's natural sense of curiosity to take the students deeper into the learning. This example of this kind of assessment required quite a lot of resources, the personal contacts of the tutor to create some of the aspects of the game and huge amounts of creativity but I think the lessons of being creative and building on people's sense of curiosity and desire to overcome interesting challenges to prompt learners to engage with learning and associated tasks are important and can help create assessments students want to engage with.
  • Steven Kay says about this picture:‘Using OSM data to analyse road networks; this is a map of Edinburgh.The brighter the road, the more places you can reach on foot (or by car) by walking or driving up to 1km. Darker roads are more remote, more 'out of the way'. Dark 'holes' represent parks, golf courses and so on.’
  • P2PU Assessment on the web report - how to assess in the online environment, in collaborative online communities - example of our Influencer badge; peer assessmenHort - learning through assessing With the increase in MOOCs, more consideration required of informal and non-formal learning - again badges could be part of thisLink with use of Social media, Horizon Report states that the top 25 social media sites share 6.3 billion account among them. Institutions will need to consider policies for e-safety, safe areas for discussion at the same time as leveraging what is becoming a core part of everyday communication
  • Go to ‘View’ menu > ‘Header and Footer…’ to edit the footers on this slide (click ‘Apply’ to change only the currently selected slide, or ‘Apply to All’ to change the footers on all slides).

Transcript

  • 1. Grainne Hamilton, Jisc RSC Scotland e-Assessment Landscape andTrends Image from flickr by Roy Lathwell CC BY 2.0
  • 2. PROGRAMME 10.30am – 10.45am: Hearing the StudentVoice: SQA’s experience MartynWare, SQA 10.45am – 12.30pm: How to include students in assessment decisions MikeWilliamson, SPARQS 12.30pm – 1.30pm: Lunch 1.30pm – 1.45pm : e–Assessment landscape and trends Grainne Hamilton, Jisc RSC Scotland 1.45pm – 3.30pm: Embedding student involvement in assessment decisions / managing this process / developing institutional strategy Jacquie Kelly and Marianne Sheppard, Jisc infoNet e-Assessment Landscape and Trends 20/03/2014 2
  • 3. ETNA 2013 Report »e-Assessment has increased since the 2009 ETNA survey, however, usage is still relatively low »54% of academics responded that students engage well with e- Assessment tools »Just under half of academics reported that they felt e-Portfolio systems enhance the learning experience but many felt that students don't engage well with them »Majority of colleges in Scotland are using the following e- Assessment tools: › Assessment tools within theVLE, SOLAR, GOLA, Evolve, Turnitin »Many academics use tools for assessment that are not specifically created for that purpose, eg twitter, wikis or blogs e-Assessment Landscape and Trends 20/03/2014 3 Snapshot of ICT use across Scotland's colleges
  • 4. Horizon Report 2014 KeyTrends Accelerating Higher EducationTechnology Adoption Fast trends (1-2 years): »Integration of Online, Hybrid, and Collaborative Learning Mid-RangeTrends (3-5 years): »Rise of Data-Driven Learning and Assessment Important Developments in EducationalTechnology for Higher Education Time-to-Adoption (2-3 years): »Games and Gamification (including badges) Also references assessment of non-formal and informal learning e-Assessment Landscape and Trends 20/03/2014 4 Key trends relating to assessment
  • 5. Online, Hybrid, Collaborative, Data- Driven e-Assessment Landscape and Trends 20/03/2014 5 Edinburgh Road Network Analysis image from flickr by stevefaeembra CC BY SA 2.0
  • 6. Horizon Report 2014 KeyTrends Accelerating Higher Education Technology Adoption - Fast trends (1-2 years): »Integration of Online, Hybrid, and Collaborative Learning › Implications for institutional infrastructures, eg wifi provision, use of mobile devices, BYOD › Assessment of non-formal and informal learning e-Assessment Landscape and Trends 20/03/2014 6 Key trends relating to assessment
  • 7. Horizon Report 2014 KeyTrends Accelerating Higher Education Technology Adoption - Mid-Range Trends (3-5 years): »Rise of Data-Driven Learning and Assessment › Also investigated in Jisc Assessment and Feedback programme projects › Student dashboards used to show patterns, identify intervention / support requirements, improve retention › Just InTimeTeaching based on learning analytics e-Assessment Landscape and Trends 20/03/2014 7 Key trends relating to assessment
  • 8. Games and Gamification e-Assessment Landscape and Trends 20/03/2014 8 By cucodevenegas (Own work) CC-BY-SA-30 via Wikimedia Commons
  • 9. Horizon Report 2014 Important Developments in EducationalTechnology for Higher Education -Time-to-Adoption (2-3 years): »Games and Gamification (including badges) › Inspire curiosity (University of Salford example) › Stealth assessment › Immediate feedback › Collaboration › Badges e-Assessment Landscape and Trends 20/03/2014 9 Key trends relating to assessment
  • 10. P2PU Assessment on theWeb e-Assessment Landscape and Trends 20/03/2014 10 Auroral Trails from flickr by KrisWilliams CC BY NC ND 2.0
  • 11. P2PU Assessment on theWeb Reports »Collaborative online communities › Increase in MOOCs, informal and non-formal learning »Peer assessment - learning through assessing »Learner centred »Open Badges e-Assessment Landscape and Trends 20/03/2014 11 Key trends in online assessment
  • 12. References Horizon Report 2014: http://www.nmc.org/news/its-here-horizon-report-2014- higher-education-edition P2PU Assessment on the Web http://reports.p2pu.org/reports/assessment_on_the_we b/ Jisc Design Studio (Transforming Assessment and Feedback) http://jiscdesignstudio.pbworks.com/ e-Assessment Landscape and Trends 20/03/2014 12 Key trends relating to assessment