Assessment issues twg5

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Assessment issues twg5

  1. 1. TWG5: Assessment <br />headed by David Gibson and Mary Webb<br />
  2. 2. Process<br />
  3. 3. 3 issues emerged<br />Issue 1: Digitally-embedded assessment<br />Issue 2: Student involvement<br />Issue 3: Assessing ICT skills<br />3<br />
  4. 4. Issue 1: Digitally-embedded assessment<br /><ul><li>Affordances</li></ul>richer assessment<br />Analysis in multiple ways – multi-modality<br />Re-considering summative (standard) assessment (pass vs. fail not relevant?)<br /><ul><li>Assessment AS learning vs. assessment of learning</li></ul>4<br />
  5. 5. Issue 2: Student involvement(Re-emergence of the human factor in assessment)<br /><ul><li>Personalization of assessment</li></ul>Formal vs. informal learning – what are we assessing?<br />Coaching students towards self-assessment<br />Adapting best assessment modes per task<br /><ul><li>Peer assessment</li></ul>Engagement in collaborative assessment efforts<br />Assessing of peer assessment – meta-assessment<br />5<br />
  6. 6. Issue 3: Assessing ICT skills<br /><ul><li>What are we assessing?</li></ul>ICT skills in authentic context<br />Novel sets of skills, e.g. social networking skills, mobile device skills, online gaming environment skills; traditional desktop skills?<br />Formal vs. informal learning<br />Best/clever usage of technology<br />Evolving skills<br /><ul><li>Who are we assessing?</li></ul>All participants of the learning process, i.e. students AND teachers<br />
  7. 7. Issues to be addressed<br /><ul><li>Transference: is assessment of meta-cognition a first sign of expertise?
  8. 8. Are expert skills enhancing learning experiences?
  9. 9. Transparency of the assessment process to all involved – ethical issues
  10. 10. Continuous vs. periodic assessment – possibilities de facto
  11. 11. How to… reliability and validity issues
  12. 12. Comparative study – does it comply with emerging assessment?
  13. 13. Using formative assessment for summative purposes – resolving conflicting needs</li></ul>7<br />
  14. 14. 8<br />

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