Advantages and Disadvantages of Online Assessment

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Slides from webinar on 'Advantages and Disadvantages in Online assessment' given by Eloise Tan in the 2012 Online Assessment and Feedback Module at Dublin City University.

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  • Advantages and Disadvantages of Online Assessment

    1. 1. LI502: Assessment and Feedback in theOnline Environment@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University
    2. 2. Advantages and disadvantages of e-assessment @t_eloise Dr. Eloise Tan, Learning Innovation Unit, Dublin City University
    3. 3. Palloff and Pratt (2009) Assessing theOnline Learner  Chapter two: Assessment Online (pp.29-48) @t_eloise Dr. Eloise Tan, Learning Innovation Unit, Dublin City University
    4. 4. Reading Promptshttp://drheaonline.ie/mod/page/view.php?id=864 Much of this chapter promotes self-assessment, peer- assessment, and student choice in assessment: are these approaches to assessment / feedback that are valued within your discipline? Are they approaches you would like to move towards in your own teaching? What are the pedagogical challenges / opportunities of assigning marks to participation? How do you currently assess (or not assess) participation in modules that are face to face? "Many of todays students are entering online classroom with a higher level of technical skill than their instructors possess". Much has been written about the 21st century learner and the digital native / immigrant. How can constructions of 21st century learners or digital natives influence how educators approach assessment online?@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University
    5. 5. Chat box What are some of the principles suggested by Palloff and Pratt for effective online assessment@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University
    6. 6. Principles of effective onlineassessment (p.30) Learner-centred Encourage self reflection Include rubrics for discussion / assignments / collaboration Encourage self and peer assessment Contextual and aligned to learning outcomes Include learner input@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University
    7. 7. Examining underlying claims1. Classes are composed of ‗21st century learners /educators‘2. Educators should strive for a learner-centredprocess / students want a learner-centred process3. Online assessment / feedback tools are reusableand efficient4. Student input into assessment design is helpful@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University
    8. 8. Claim #1: 21st century learners /educators "Many of todays students are entering online classroom with a higher level of technical skill than their instructors possess― (p.44) Marc Prensky‘s ‗Digital immigrants and natives‘http://www.marcprensky.com/writing/prensky%20-%20digital%20natives,%20digital%20immigrants%20-%20part1.pdfMichael Wesch‘s video ‗A vision of Student‘s Today‘based on his undergraduate class of 200 culturalanthropology students@t_eloise Dr. Eloise Tan, Learning Innovationhttp://www.youtube.com/watch?v=dGCJ46vyR9oUnit, Dublin City University
    9. 9. However… ―Involvement in social networking is different from participating in an online course‖ (p.29) ―teachers should not assume that because many children are adept at using new and emerging technology, that they are able to apply them freely in formalised learning contexts…children may have skills in the use of technology, but teachers have the skills and the knowledge to create engaging and exciting learning opportunities and environments‖http://steve-wheeler.blogspot.com/2011/05/natives-are-revolting.html@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University
    10. 10. ECAR National Study ofUndergraduate Students andInformation Technology, 2011—Infographic http://www.educause.edu/studentsAndTechnologyInf ographic @t_eloise Dr. Eloise Tan, Learning Innovation Unit, Dublin City University
    11. 11. Claim #1. Classes are composed of ‗21st centurylearners / educators‘ Assumptions about the technical abilities / needs / wants of learners should not lead the design of online education Technology should be a vehicle for the pedagogy, not drive the pedagogy. 21st century learner concept assumes a homogeneity for our students abilities / needs@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University
    12. 12. Claim #2: Learner centred + Selfreflection =  (p.31 – 35)Sage on the stage v. guide on the side (King, 1993)http://projects.coe.uga.edu/epltt/index.php?title=Conceptual_Change@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University
    13. 13. What does learner-centred mean?Gibbs (1992): ―learner-centred learning gives learnersgreater autonomy and control over choice of subjectmatter, learning methods and pace of study ‖Gibbs, G. (1992). Assessing More Students. Oxford: Oxford Centre for Staff Development.―student responsibility and activity in learning‖ (Cannonand Newble in Lea et al, 2003: 321).Lea, S.J., Stephenson, D. & Troy, J. (2003) Higher Education Students‘ Attitudes to Student-centredLearning: Beyond ‗educational bulimia‘? Studies in Higher Education, 28(3), 321-334Other definitions of Learner-centred pedagogy http://www.intime.uni.edu/model/center_of_learning_files/definition.html. http://www.aishe.org/readings/2005-1/oneill-mcmahon-Tues_19th_Oct_SCL.html@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University
    14. 14. National Strategy of HigherEducationTeachers in higher education ―need to stimulateactive, not passive learning, and to encouragestudents to be critical, creative thinkers, with thecapacity to go on learning after their college daysare over‖ (DES, 52-53, 2011). http://www.irishtimes.com/focus/2011/hunt-report/index.pdf@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University
    15. 15. Claim #2: Learner centred + Self reflection = A learner centred assessment must be designedwithin the context of learning outcomes designedwith self reflection and learner-centredness in mind.Students (and educators) need to be scaffolded inthe move towards learner centredness.@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University
    16. 16. Claim #3: Online assessment /feedback is efficient and reusableOpen Educational Resources (OERs)- Digitised, online teaching and learning resources available to the public- Open licensingVideo explaining Creative Commonshttp://www.youtube.com/watch?v=1DKm96FtfkoFAQs on OERsfrom the HEA UKhttp://www.engsc.ac.uk/oer/faq@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University Image credit: http://cnx.org/content/m35664/latest/
    17. 17. Open Educational ResourceRepositories http://www.jorum.ac.uk/  Search: Learning theories higher education http://www.open.edu http://www.open.edu/itunes//openlearn/ https://dspace.ndlr.ie/  Irish repository@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University
    18. 18. Claim # 3: Online assessment / feedback tools arereusable and efficient Reusable resource does not equal appropriate resource New area of intellectual property, must be informed http://theedublogger.com/2012/02/09/the- educators-guide-to-copyright-fair-use-and- creative-commons/ If reusability is a factor in design then tools can@t_eloise Dr. Eloise Tan, Learning Innovation save time / energy (ex. General feedback)Unit, Dublin City University
    19. 19. Claim #4: Student input into assessment design is helpful and empoweringhttp://pearsonewa.pbworks.com/w/file/47125124/Student%20Choice%20Assessment @t_eloise Dr. Eloise Tan, Learning Innovation%20Standard%20PDF.pdf Unit, Dublin City University
    20. 20. O‘Neill, G (Ed) (2011) A Practitioner‘s Guide toChoice of Assessment Methods within aModule, Dublin: UCD Teaching and Learning,http://www.ucd.ie/teaching/resources/assessment/howdoyouassessstudentlearning/When presented with the option between essaysand creating a wiki…@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University
    21. 21.  Claim #4: Student input into assessment design is helpful and empowering Move towards learner input must be scaffolded Students may not choose what you think they should The ‗choices‘ must each be aligned with the learning outcomes, choice for choice‘s sake is meaningless@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University
    22. 22. Helpful Resources in this chapter ‗One minute paper‘ activity online Critical Incident Questionnaire Student Assessment of Learning Gains tool Tips for self and peer assessment design Webquests …@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University
    23. 23. Recap Accessibility  Pros: options for catering to all abilities  Cons: Can seem daunting – what is reasonable accommodation? Efficient  Pros: can replicate assessments, reusability  Cons: tools require front end investment in time and training Timeliness of feedback  Pros: Technology allows for personal feedback in a variety of mediums (audio, video)  Cons: Lecturers held accountable for feedback Self / Peer assessment  Pros: Technology allows for opportunities to self / peer assess  Cons: Open Educational Resources (OERs)  Pros: Disciplinary options available  Cons: Does online assessment allow for increased plagiarism opportunities? Institutional support  Simultaneous drive to online learning not always accompanied with appropriate technical support and training@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University
    24. 24.  P.31 One minute paper What was the most important thing you learned in this overview? What questions remain unanswered? (What did you contribute to the learning process this week?)@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University
    25. 25. Case study discussion@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University
    26. 26. Case studiesCase study 1. Enhancing the experience offeedback, University of Leicester Audio-recorded feedback and podcasts of feed- forward guidance were used to assist students with writing assignments and to tackle retention issues.Case study 2. Facilitating peer and self-assessment, University of Hull andLoughborough University Peer assessment of project groupwork was facilitated via an online tool, WebPA. Students marked each other‘s contributions according to@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University specified criteria.
    27. 27. Group discussion instructionsOVERVIEW We will split you into groups and ―send‖ you to a new room to discuss one of the two case studies. Task instructions and case study to be discussed by your group will be displayed on the whiteboard You will have 10 minutes to spend on the discussionINSTRUCTIONS1. Appoint a group chairperson to keep the task on track2. The group should discuss the following based on the case study  Your experiences of this type of assessment/feedback  Advantages/disadvantages of the approach3. If you wish, you can use the whiteboard to keep notes4. One member of the group should report back to the rest of the class@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University
    28. 28. Using the whiteboard@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University
    29. 29. Creating a new page in thewhiteboard Select ―New page‖@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University
    30. 30. Help while in the breakout room A member of the group should raise their hand:@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University
    31. 31. Questions?@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University

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