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Student-centered and flexible assessment strategies(?) Assessment Design and the future of assessment for UAb

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Student-centered and flexible assessment strategies(?) Assessment Design and the future of assessment for UAb

  1. 1. Student-centered and flexible assessment strategies(?) Assessment Design and the future of assessment for UAb ------------------- Diogo Casa Nova Vice-rector for Quality and Innovation
  2. 2. Brief context • The Portuguese Open University (historical background; widening participation; analogic university) • From analogic to digital: The Virtual Pedagogical Model (Pereira et al., 2007). • Digital inclusion • Student Centred • Flexibility of choice • Interaction • Still a mixed approach (19 Exams Centres + 3 delegations and consulates)
  3. 3. Key elements of the pedagogical model Guided activities for every module Interaction (tutors, module leaders and peers) Dependent of final f2f exams PUC agrees expectations in each module Reflection on professional experience Enrollment per module
  4. 4. • Students have 30 modules per programme (90 elements of assessment). • Assessment points signpost to students what they need to learn and how they are doing in each module. • Assessment points allow us to monitor students´ learning and ensure that dropout risks are anticipated. • It creates a robust assessment ecosystem which was seen as important due to the lack of credibility given to distance education in the country in 2008 Assessment model Assessment overload?
  5. 5. • Consistency • System well regarded • Staff adapted and trained • Degree of choice • Volume of data • Often lack relevance and authentic assessment • Often lack innovation and creativity • Model does not fully align with the pedagogical model and with the flexibility of space and time Negative Positive
  6. 6. Impact of Covid
  7. 7. Decree-Law No. 133/2019 Identifies what is a DL programme (75% plus ECTS online) and education predominantly delivered with physical separation between the participants in the educational process, namely teachers and students, where: (i) interaction and participation are technologically mediated and supported by online academic and technological support teams; ii) The curricular design is oriented to allow access without limits of time and place to the contents, processes and contexts of teaching and learning; iii) The pedagogical model is specially designed for teaching and learning in virtual environments.
  8. 8. Decree-Law No. 133/2019 about assessment Promoting the digital inclusion of students and the fairness, reliability and accessibility of assessment methodologies and processes Higher education institutions should define formative and summative assessment methodologies that integrate face-to-face assessment or through technological platforms, ensuring the reliability of the assessment developed. Where face-to-face assessments are to be carried out, it must be ensured that examinations take place in suitable locations that are geographically decentralised
  9. 9. https://er.educause.edu/- /media/files/articles/2022/6/er2225w.pdf?la=en&hash=5CDDC654009BB896FC1B15AE1B6753FF0C05C128
  10. 10. The future of assessments for the UAb • Moving to 100% digital • Encouraging continuous assessment (and low stake) • Promoting alternative and more authentic assessments instead of final exams • Reinforcing the use of data (predictive analytics) • Embedding assessment into learning (and learning activities) • Using AI to support learning • Better training available • End of the examination route?
  11. 11. (towards) Student- centered and flexible assessment strategies • Design assessments relevant for our students • Focus reflection in and on practice • Highlight value of dialogic feedback • Encourage better use of peer- instruction
  12. 12. Final considerations Covid, Decree-law and Technology advances led to changes Analytics (data visualization and predictive analytics), AI (Machine Learning; HYBOTS; auto grading and feedback) A long path to go to make learning and assessment truly student-centred (NETFLIX and Microcredetials) But for now…reinforcing continuous assessments

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