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e Assessment

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Presentation for Queensland VDC ...

Presentation for Queensland VDC

Topics covered include:
What is e-Assessment?
Issues and concerns around using eAssesments
Mobile evidence capture and submission
Principles for developing self paced assessment tasks
(Quizzes, Scenarios, Decision making trees)
Webinar based assessment and peer review
Using discussion forums to uncover student ?stories? and understanding
Tools and approaches for Student placement reporting
Group work projects ? measuring contributions
Other interesting approaches from the field.


Benefits and learning outcomes include:
* Understanding and application of various types e-assessments
* Application of relevant e-Assessment approaches to specific training context

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  • Assessment activities include the design of assessment tools, the delivery of assessments and the reporting, storing and transferring of assessment data. <br />
  • It is easier to think of Elearning as a suite of Blended delivery choices available to RTOS: <br /> These modes can be any mix of face to face and either or a combination of online self paced, facilitated or group work sessions. Students participate in both traditional face to face classes and virtual classes such as online tutorials or discussion forum activities. <br />   <br /> Face to Face – Trainers and learners participate in online activities or resources during face to face sessions. <br /> Flexible, Self Paced Trainer or computer assessed – Learner works through prepared learning content that is assessed as they progress. Access to trainer generally for support or higher level assessment task feedback. <br /> Facilitated online – learning is conducted entirely online through course material provision provided through a Learner Management System and online activities provided though either virtual classroom tutorials or discussion forums. Not such an attractive model for RTOs as it does not attract Government funding incentives for training placements. <br />   <br /> Many RTOs commence using Elearning via the provision to learners of a Resource repository – learners access content online and refer to resources that are used in a face to face class. Not really considered elearning. <br />   <br />   <br /> Informal networks based on knowledge sharing (also known as social learning) – “The revolution that is social media means that now everyone can have access to the Social Web and a range of services and applications to support their own as well as their team’s learning, performance and productivity. “ Jane Hart. <br />   <br />
  • For each course we can determine the best mix of delivery modes according to: <br /> Infrastructure available to deliver in each mode <br /> Capability of our organisation and our learners to teach and learn in each mode <br /> Strategic choices about how to package courses for blended learning <br /> The types of content we will need to delivery <br /> Learning activities <br /> Assessment methods and potential for assessment submission. <br />
  • For each course we can determine the best mix of delivery modes according to: <br /> Infrastructure available to deliver in each mode <br /> Capability of our organisation and our learners to teach and learn in each mode <br /> Strategic choices about how to package courses for blended learning <br /> The types of content we will need to delivery <br /> Learning activities <br /> Assessment methods and potential for assessment submission. <br />
  • Identify is a perennial question in e-Assessment. Is the person submitting the assessment the person who is enrolled in the course? This has ramifications for both the integrity of the RTO but also the application of knowledge and skills in the workplace, not to mention potential liability. While identify of submitted written assessments is always an issue for RTO it is especially magnified in the online delivery. <br /> Cheating – Turnitin can help with written assessments, however for shorter compliance courses tutor contact is essential to back up what the online system is telling you. If this is not possible, do a random selection of learners. Call and interview especially around the key knowledge so you have an extra observation to back up their results from the online system. <br /> Skills – You can only use a simulated environment where the unit permits you too. Otherwise you’ll need to either do it in person or develop a strategy for remote evidence collection (apps, phone video, podcast) <br /> Varity of Assessment – too many online courses rely soley on quizzes. While good for information retrieval and knowledge concepts, they are notoriously poor indicators of problem solving ability and information gathering to assist with new workplace processes. Decision making trees and problem based learning are useful cross checks here. <br /> Just online – Much of corporate learning is heading towards just in time learning kiosks to support employees to solve many of their own workplace needs. The provision of a portal with video, short job aids, case studies, access to a trainer si where they are heading. Formal training is being saved for the big ticket items. <br /> Content – A lot of online content I see from RTOs is deadly boring. Text with few or no images, little if any video, occasional use of sound to support learning concepts and assessment based purely on short answer comprehension and quizzes. Its very structure encourages learners to click through – it fails to immerse learners to think, absorb and apply information to vocational contexts. It also fails to show learners how to use the resources around them in the workplace (people, procedures, SOPS and manuals) to solve their own problems on the job. This was one of the key planks of the employability skills. Using webinars (live or recorded), PowerPoint&apos;s supported by audio, simple decision making trees (using the Lesson in Moodle or other rapid elearning software) <br /> Isolation – Online learners generally work in isolation where the RTO has focused purely on self paced delivery mode without use of any F2F or online facilitated. Consider how learners may learn from one another by either sharing their workplace context or by running regular mandatory interactive webinars which will help you get a sense of the learners in your group and their progress toward competency. <br /> Teachers – They are invisible in online self paced courses. The voice of the resource is generally that of the subject matter expert or instructional designer. Consider how to make the trainer active through forums, webinars and phone contact. <br />
  • Identify is a perennial question in e-Assessment. Is the person submitting the assessment the person who is enrolled in the course? This has ramifications for both the integrity of the RTO but also the application of knowledge and skills in the workplace, not to mention potential liability. While identify of submitted written assessments is always an issue for RTO it is especially magnified in the online delivery. <br /> Identity – the perennial issue raised by every dissenter to elearning. Need strategies in place to check and verify identity. The face to face savings need to be diverted to more stringent identity checks. Phone calls, support, weekly emails. <br /> Cheating – Turnitin can help with written assessments, however for shorter compliance courses tutor contact is essential to back up what the online system is telling you. If this is not possible, do a random selection of learners. Call and interview especially around the key knowledge so you have an extra observation to back up their results from the online system. <br /> Skills – You can only use a simulated environment where the unit permits you too. Otherwise you’ll need to either do it in person or develop a strategy for remote evidence collection (apps, phone video, podcast) <br /> Varity of Assessment – too many online courses rely soley on quizzes. While good for information retrieval and knowledge concepts, they are notoriously poor indicators of problem solving ability and information gathering to assist with new workplace processes. Decision making trees and problem based learning are useful cross checks here. <br /> Just online – Much of corporate learning is heading towards just in time learning kiosks to support employees to solve many of their own workplace needs. The provision of a portal with video, short job aids, case studies, access to a trainer si where they are heading. Formal training is being saved for the big ticket items. <br /> Content – A lot of online content I see from RTOs is deadly boring. Text with few or no images, little if any video, occasional use of sound to support learning concepts and assessment based purely on short answer comprehension and quizzes. Its very structure encourages learners to click through – it fails to immerse learners to think, absorb and apply information to vocational contexts. It also fails to show learners how to use the resources around them in the workplace (people, procedures, SOPS and manuals) to solve their own problems on the job. This was one of the key planks of the employability skills. Using webinars (live or recorded), PowerPoint&apos;s supported by audio, simple decision making trees (using the Lesson in Moodle or other rapid elearning software) <br /> Isolation – Online learners generally work in isolation where the RTO has focused purely on self paced delivery mode without use of any F2F or online facilitated. Consider how learners may learn from one another by either sharing their workplace context or by running regular mandatory interactive webinars which will help you get a sense of the learners in your group and their progress toward competency. <br /> Teachers – They are invisible in online self paced courses. The voice of the resource is generally that of the subject matter expert or instructional designer. Consider how to make the trainer active through forums, webinars and phone contact. <br />
  • Quizzes are distributed to learners via a LMS and added to mop up bits and pieces of knowledge that may not fit precisely into a skills demonstration. Quizzing is the most popular eAssessment method but they are notoriously difficult to write if you are going to go beyond simple knowledge retrieval and checking. Writing the question with a realistic set of detractors to the correct answer takes skill. Do you need to add feedback if learners are correct? Quizzes are useful for: <br /> Replacing short answer questions that require marking <br /> Breaking down processes into a set of stepped quiz questions <br /> Meaning of words and phrases <br /> Scaffold off a video or other presentation (PowerPoint) <br /> Checking knowledge progression through a course. <br />
  • Evidence capture of skills involves the use of a combination of video, audio, text. <br /> Capturing skills evidence via mobile phones, tablets, HD portable cameras is an effective method when used with a specific evidence framework: <br /> No hoodies! <br /> Speaking to camera and identify self and processes working through <br /> Reinforced by pictures and text or audio from the learner <br /> Comments from Work supervisor <br /> Guided by checklist provided by the learner <br /> Before and after skills demonstration views of the work/site/ etc <br /> Answering of supplementary questions either verbally within the mobile evidence method or later via quiz or short answer <br />
  • Visual evidence (Camera Phone) <br /> Documented Evidence & Checklists (Evernote, Writable PDFs) <br /> Phone Casting (iPadio) <br /> Group Work verification (Wikis) <br />
  • While quiz based, DST goes beyond the linear/right/wrong nature of quizzes enabling powerful mazes of understanding to be created that test both the decision making capability of the learners as well as their resourcefulness of acquiring and apply knowledge from sources the trainer provides. <br /> Quiz based but wraps a story around a workplace process you want to check for a learners understanding of applying problem solving and use of external resources and materials (procedures, policies etc). Scenario driven and problem based. Usually built into a LMS but many applications allow you to easily develop and distribute DMT in conjunction with content (Captivate, Articulate Storyline, iSpring etc). Articulate can also house and score the content for you in the cloud. <br /> DMT useful for both formative and summative assessment <br /> Decision-making trees are sometimes referred to as Action mazes. Similar in concept to a &apos;choose your own adventure&apos; novel, they provide a highly effective structure within which you can lay out options. Learners can investigate the possible outcomes of choosing those options. They help the learner to form a balanced picture of the risks and outcomes associated with each possible course of action. <br />   <br /> Students can safely explore the &apos;cause and effect&apos; nature of a scenario or process. Consider: <br />   <br /> an occupational health and safety scenario <br /> a simulation of a practical activity that might involve dangerous chemicals or equipment <br /> a scenario, such as a human relations dispute, that might take weeks to &apos;play out&apos; in real time. <br />
  • This is how the DMT differs from the quiz <br />
  • An example of content integrated with activity and assessment. Starts with a problem that a learner has to solve by investing the provided content or by exploring the answers. “Ask Joe” is content in audio-visual form to assist the learner understand approaches to this particular problem. A wide variety of existing content can be used in DMT <br />
  • DMT are most effective when a workplace issue is contained within a story with specific characters. Learners are usually seeing the action from a workers perspective in the role their training is preparing them to occupy. This enables learners to explore process, communication, information and the application of policy and procedure in a simulated workplace setting. <br />
  • When you offer a webinar to your learners you are truly entering blended learning territory. Not only are they wonderful for building a community of learners and delivering content and offering opportunities for clarifying your expectations, webinars also provide e-assessment opportunities especially for CIV and Diploma level learners. They are very much about the students voice and if you run remote courses, provide you with good evidence on learner progress you can cross match against other submitted evidence for direct follow up or additional questioning where you have doubts on a student’s progress or identity. Methods include: <br /> Remote skills demonstration <br /> Assessment Task Pitch <br /> Group problem solving, Case studies or scenarios <br /> Peer Review of presentations and Group projects <br /> Communication role plays <br /> Webinars can be recorded and stored either as files or direct links to supplier cloud hosting. <br />
  • These can range from simple games and decision making trees to highly developed workplace simulations or virtual worlds. Expensive to implement and usually requires industry/government support at RTO level – for example the White Card game http://www.whitecardgame.com.au/ <br />
  • Dialogues between trainer and student at higher level qualifications can support learners to refine their assessment response to major written assessments, project pitches, placement questions etc. Time consuming but excellent way to record learners journey to summative assessment competence as well as identify verification. <br /> Dialogue tool in Moodle or use of targetted social media tool such as Yammer. <br />
  • Course information & updates <br /> Engaging learners in warm-up activities <br /> Problem-based learning (debates, role-plays, problem-based activities, projects, feedback, resources) <br /> Learners stories (industry knowledge) <br /> Group work <br /> Projects/journal <br /> Feedback and evaluation on the course <br /> Discussion activities can be <br /> undertaken using a variety of methods: <br /> Discussion forums <br /> Social networks <br /> Voice boards <br /> Instant Messaging <br /> Comments posted to wikis or blogs or LMS <br /> Need to be mapped to Assessment if content driven! <br /> Link to assessment <br /> Base on participants sharing experiences <br /> & prior knowledge – “learners stories” <br /> Application to workplace or experience <br /> Make pre readings short <br /> Mix of problems, case studies, reflections <br /> Commenting/Building on postings <br /> Use to demonstrate employability skills <br /> Track to determine contribution to group <br /> Peer Review (Moodle post rating) <br />
  • Share experiences <br /> Wiki/LMS/Social Media <br /> Common issues <br /> Variety in the sector <br /> Private V Shared <br /> Ethics & Confidentiality practised and applied <br /> “Case Study” style assessment creates learning for subsequent learners <br /> Common Issues on the job <br /> Make assessment responses visible <br /> Third party reports <br /> Confidentiality and non disclosure <br />
  • Two ideas <br /> Google calendar as a diary <br /> Learner group private wiki <br />
  • Group work always leaves the teacher vulnerable at audit for decisions made in determining the amount and quality of each learner’s contribution. <br />   <br /> Peer Review tools allow teachers to survey learners anonymously on each of their team member’s contribution to group process and project outcomes as well as rate the quality of content/ideas/resources they have provided or contributed to. <br /> Each learner as part of their assessment would rate each of their team members on <br /> contribution to group processes <br /> quality of work product contributed <br /> This gives the teacher additional information for assessment. <br /> A model that can work is: <br /> Develop a rubric with learners <br /> Check for mapping <br /> Distribute back to learners as marking guide <br /> Rehearse the marking guide <br /> Conduct presentations (summative) <br /> Collect peer review <br /> Redraft and resubmit <br /> Share and assess <br /> Moodle has an underutilised resource called Workshop in which you can develop, distribute and mark peer review assessments. The process of participating in the peer review can be mapped to critical aspects of assessment that involve performance reflection, communication and working in groups, and industry knowledge. <br />
  • Film learners/third party/supervisor demonstrations <br /> Ensure learner speaks to camera to describe what they have done, job requirements, conditions and special aspects of job <br /> Add to LMS as content and or as part of peer review assessment where learners contribute to assessing appropriateness of tools, equipment, OHS, sustainability, quality and finish on a job. <br /> Learners view same job in variety of conditions and settings <br />

e Assessment e Assessment Presentation Transcript

  • eAssessment
  • Presenter Michael Gwyther – yum studio @mickgwyther mick@yumstudio.com.au
  • Today’s agenda • • • • • • • What is e-Assessment? Issues and concerns around using eAssesments Mobile evidence capture and submission Principles for developing self paced assessment tasks (Quizzes, Scenarios, Decision making trees) Webinar based assessment and peer review Using discussion forums to uncover student “stories” and understanding • Tools and approaches for Student placement reporting • Group work projects – measuring contributions • Other interesting approaches from the field.
  • ASQA
  • ASQA
  • Burning Questions Use the chat window!
  • Use the chat window! Activity 1 User - Describe the e- Assessments you use Non User - Describe the e- Assessments you’d like to use
  • What is e-Assessment? E-assessment is the use of information technology for any assessment-related activity. Assessment Distribution & Collection Assessment Response Assessment Management Assessment Verification & Moderation
  • Develop an assessment model for a blended delivery approach
  • Modes of Delivery Face to Face to Face Face Self Self Paced Paced Online Online Facilitated Facilitated
  • Skills, Knowledge, Critical aspects Face to Face Content Activities Assessment Self Paced Online Facilitated
  • Applying a blend Face to Face Self Paced Online Facilitated Content Activities Assessment Skills Knowledge
  • Direct demonstration/observati on Indirect demonstration Products Workplace documents Questions - written and oral Assignments Third party reports Self-assessment Simulation Portfolios Indirect demonstration Products Products Questions - written and oral Workplace documents Assignments Third party reports Self-assessment Simulation Portfolios Assignments Third party reports
  • Examine your assessments
  • Use the chat window! What issues would your RTO need to address to develop a series of eassessments for various courses? Activity 2
  • Issues and Concerns • • • • • • • • • • • Identity Cheating Skills Variety of assessment Information retrieval Just online Content Isolation Teachers Storage Literacy & Numeracy skills
  • Issues and Concerns • • • • • • • Identity – Personal data and questions Cheating – Turnitin & random tutor contact Skills – Online for Knowledge, F2F for skills Variety of assessment Information retrieval – Problems, DMT Just online – Blend with webinars & F2F Content – Mix of video, case study, procedures, problems. • Isolation – Social network, forum, FAQ, webinars • Teachers – Webinar, contact, forum support • Storage –intuitive navigation, location, privacy law, integration with SMS systems and services
  • e-Assessment methods
  • Trends - Quiz
  • Trends – Mobile Evidence
  • Mobile Evidence Apps
  • Use the chat window! Activity 3 How might your RTO verify evidence capture from mobile devices or apps off site or from remote learners?
  • Trends – Decision Making Trees
  • Self Paced Content Decision making trees
  • Self paced content – Cathy Moore
  • Self Paced Content Pull not Push
  • Self Paced Content Pull not Push
  • Draft a scenario
  • Draft a scenario
  • Use the chat window! Activity 4 Think of a difficult or dull process you need your learners to understand. Describe a scenario that might work for this content
  • Trends – Webinar
  • Use the chat window! Activity 5 Share 3 ways student focused webinars could contribute to assessment at your RTO for a specific qualification
  • Trends - Simulation
  • Trends - Questioning
  • Trends – Discussion & Social Learning
  • Use the chat window! Activity 6 Give an example of a discussion forum topic that could work with your learners
  • Trends – Placement
  • Sharing placement
  • Trends – Group work & Peer Review
  • Use the chat window! Activity 7 How do you use Group work assessments? What information do you need to collect to gauge an individuals contribution to the group’s output?
  • Trends – Demonstration becomes content
  • Thank you Michael Gwyther – yum studio @mickgwyther mick@yumstudio.com.au