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Online Assessment | Klaus Dieter Rossade (OUUK)

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Online Assessment | Klaus Dieter Rossade (OUUK)

  1. 1. Designing Online Assessment Solutions that are rigorous, trusted, flexible and scalable Klaus-Dieter Rossade, The Open University UK EADTU empower webinar week, 14 June 2022
  2. 2. This Photo by Unknown Author is licensed under CC BY-SA Impossible Missions Force (IMF) “Your mission, should you choose to accept it, is …” “This message will self- destruct in 5 seconds” German release: ‘Kobra, übernehmen Sie’
  3. 3. Our mission, should we choose to accept it, … what is it … This Photo by Unknown Author is licensed under
  4. 4. Online Assessment Special Interest Group • Establishment of SIG January 2021; First meeting March 2021; 5 meetings in 2021- 2022 • 18 members institutions from 14 countries • 37 HE practitioners + 18 contributors of good practice • 15 Good Practice case studies • 4 Focus areas • Assessment Futures • Assessment Design • Trust, Privacy and Ethics • Operational processes, technology and support https://online-assessment.eadtu.eu https://doi.org/10.5281/zenodo.6563226
  5. 5. Assessment Future is already present • Online Assessment is here to stay • Transition phase from exam hall to online home exams • Distance Teaching sector long history of home-based assessment • EADTU member institutions best placed to lead • Great variety of hybrid solutions to online assessment
  6. 6. Principles for future assessment • Authentic, i.e. a move away from acquiring knowledge to acquiring transferable skills assessed in a more realistic way; • Accessible i.e. the aspiration to design assessment within an accessibility-first principle and delivered in multiple ways depending on the needs of future learners; • Appropriately automated which includes a mix of automated and human marking and feedback that benefits learners; • Continuous refers to the data and analytics to assess the effectiveness and impact of continuous assessment; and • Secure which should include elements of authoring detection and biometric authentication for identity and remote proctoring JISC (2020). The future of assessment: five principles, five targets for 2025. https://repository.jisc.ac.uk/7733/1/the-future-of-assessment-report.pdf
  7. 7. Beyond Enhancement: Assessment in 2030 1. Relevant to their time and meeting needs of students and employers 2. Student centered and personalized 3. Anytime and anywhere 4. Efficient and manageable 5. Academic integrity 6. Data use and ownership 7. Fairness JISC, 2020, Assessment rebooted, https://repository.jisc.ac.uk/7854/1/assessment-rebooted-report.pdf, pp 21-25 Relevant, Adaptable, Trustworthy
  8. 8. Features of future assessment • Assessment remains “most significant prompt for learning” (Boud, 1995) • Authentic assessment that is grounded in realism, provides cognitive challenge and trains authentic evaluative judgement, (Villaroel et. al., 2018) i.e. ability to assess quality within any given discipline • “Encourage and support, not undermine the learning process” (Shute & Kim, 2013) • “stealth assessment” embedded in the learning process – “weaving assessment directly into the learning environments” and ”provide formative information whenever possible” (Shute & Kim, 2013) • Low stakes assessment points, allow frequent repeat, dynamic personalised progression, performance data to contribute to final course results
  9. 9. Assessment Design (Chapter 1) • Number of assessment points • Stakes: formative or summative, weighting • Format: open/closed book exams, time limits, • Evidence based implementation with future in mind • Navigate quality standards, student needs, institutional and regulatory context • Balance of existing vs. new technologies • Choice and flexibility as part of the design • Authenticity and personalization by design • Take academic staff along the journey
  10. 10. Good Practice: Flexibility and Choice Universidade Aberta, Portugal, offers flexibility through its virtual pedagogical model (VPM) by stipulating “a degree of choice” in assessment. Student can opt for continuous assessment via three submissions or a single endpoint assessment, typically a written exam. At TAMK, Finland, flexibility and student choice led to adding weekly assessment to the final exams on a online engineering course. These weekly assignment points were automated and students could retake them as often as they wanted at a time that suited them.
  11. 11. 12 Preferences and feelings Need to understand feelings in greater depth to understand preferences Aristeidou, M, Cross, S, Rossade, K-D, Wood, Carlton, (2022) Online remote exams: Open University students’ views about assessment design, delivery, invigilation and quality assurance, Open University Report n: 562
  12. 12. 13 Preference for optionality and choice Face-to-Face exams remains important option, growing desire to have online choices Aristeidou, M, Cross, S, Rossade, K-D, Wood, Carlton, (2022) Online remote exams: Open University students’ views about assessment design, delivery, invigilation and quality assurance, Open University Report n: 562
  13. 13. 14 Acceptance of invigilation options Acceptance across options growing but we need to understand why people reject and make arrangements n: 562
  14. 14. Johanna (2021-) 2037 UK GCSE exams 2039 UK A-Level exams 2040+ University exams
  15. 15. Our mission impossible is …
  16. 16. This message will self-destruct in … 5 4 3 2 1
  17. 17. Thank you! Klaus-Dieter.Rossade@open.ac.uk
  18. 18. References Boud, D. 1995. “Assessment and Learning: Contradictory or Complementary?” In Assessment for Learning in Higher Education, edited by P. T. Knight, 35–48. London. JISC (2020). The future of assessment: five principles, five targets for 2025. https://repository.jisc.ac.uk/7733/1/the-future-of-assessment-report.pdf Emerge and JISC (2020). Assessment Rebooted. From 2020s quick fixes to future transformation. https://repository.jisc.ac.uk/7854/1/assessment-rebooted-report.pdf Kevin Ashford-Rowe, K, Janice Herrington, J. and Brown, C (2014) Establishing the critical elements that determine authentic assessment, Assessment & Evaluation in Higher Education, 39:2, 205-222, DOI: 10.1080/02602938.2013.819566 Nielissen, G. (2021). Studeren in coronatijd. Thuistentamens en andere aspecten van studeren in de coronaperiode. Open Universiteit. Expertisecentrum Onderwijs (ECO). Shute, V. J., Y. J. Kim. 2013. “Formative and Stealth Assessment.” In Handbook of Research on Educational Communications and Technology, 4th ed., edited by J. M. Spector, D. M. Merrill, J. Elen, and M. J. Bishop, 311- 321. New York: Springer Science Business Media. Aisteidou, M, Cross, S, Rossade, K-D, Wood, Carlton, (2022) Online remote exams: Open University students’ views about assessment design, delivery, invigilation and quality assurance, Open University Report

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  • Tampere University of Applied Sciences

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