Using online tools to provide relevant, authentic and timely assessment


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Abstract: "Assessment practice is at its most rich when assessment events are relevant, authentic and timely. Relevant assessment is that which is inextricably linked to learning outcomes designed to meet an agreed graduate profile (Biggs, 1999). Authentic assessment requires students to perform real-world tasks that demonstrate meaningful application of essential skills and knowledge. Timely assessment provides students with the opportunity to apply skills and knowledge gained as they learn. Teaching and learning in a blended format enables relevant, authentic and timely assessment that is greatly facilitated by the use of online tools, including self-grading, simulation and problem-based approaches, activities that require reflection and peer-review and the electronic delivery of assessment tasks. Drawing on Bloom’s extended taxonomy of cognitive development (Anderson, Krathwohl, & Bloom, 2001) and sociocultural theory (Vygotsky, 1934) this paper will demonstrate the value of designing and using e-assessments to enhance student learning. Examples will be explored that illustrate some of the benefits to teaching and learning offered by moving toward assessments based in flexible, mobile, collaborative learning technologies."

Please cite as: Owen, H., & Martin, H. (2008 , November 17-19). Using online tools to provide relevant, authentic and timely assessment. Paper presented at the Symposium on Tertiary Assessment and Higher Education Student Outcomes: Policy, Practice, and Research, Rutherford House, Wellington, New Zealand.

Published in: Education, Technology
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  • HELEN Shift from itemised check points to measure whether a student has achieved the learning outcomes that flow from the curriculum design aimed at achieving a graduate profile.
  • Using online tools to provide relevant, authentic and timely assessment

    1. 1. Using online tools to provide relevant, authentic and timely assessment Hazel Owen ( Helen Martin (
    2. 2. Overview <ul><li>Blended learning </li></ul><ul><li>‘ Authentic’ assessment </li></ul><ul><li>Underpinning principles </li></ul><ul><li>Example from a blended learning course - Dubai Men’s College </li></ul><ul><li>Results </li></ul><ul><li>Conclusion </li></ul>
    3. 4. Blended Learning
    4. 5. ‘ Authentic’ Assessment
    5. 6. CRSP Shifting assessment foci Learning in real-world contexts Transferable skills Investigational work Problem solving Small group work Analysis and interpretation tasks
    6. 7. Learning Outcomes
    7. 8. Design Chronology
    8. 13. Original HD Foundations <ul><li>Issues: </li></ul><ul><ul><li>student workloads </li></ul></ul><ul><ul><li>little alignment - LOs/GOs & assessment </li></ul></ul><ul><ul><li>application of skills </li></ul></ul><ul><ul><li>critical thinking skills </li></ul></ul><ul><ul><li>interconnection of skills / content areas </li></ul></ul>Arabic Math English Research Skills & Projects Computer
    9. 14. Research Skills and Projects English Math Computer Arabic ICT Learning Strategies ICT Learning Strategies ICT Learning Strategies ICT Learning Strategies ICT Learning Strategies ICT Learning Strategies ICT Learning Strategies Learner independence Learner independence Learner independence Learner independence Awareness Assessment Consolidation Learner independence Learner independence Learner independence
    10. 16. <ul><li>(Adapted from Johnson, & Bray, 2007) </li></ul>Brainstorming ideas; focus on rubric; peer collaboration Iterative process Awarenessgrows with each cycle Draft Feed back Reflect & act Produce Overall positive, informed experience Peer review (strongly scaffolded); teacher review; meta-skills; discussion Define / discuss positives / negatives; identify required support Seek small, regular improvements
    11. 17. Formative
    12. 18. Formative & Summative
    13. 19. The Career Project
    14. 29. Decision Analysis – HD Course
    15. 30. Career Considerations Podcast
    16. 33. Transferring Skills – Math 070
    17. 36. Emiratisation
    18. 44. Research study <ul><li>810 HDF students over 4 years </li></ul><ul><li>Range of data collection tools </li></ul><ul><li>Artifacts produced during the RS&P course </li></ul><ul><li>Email, interpersonal communication </li></ul><ul><li>Usage statistics - WebCT </li></ul><ul><li>Results </li></ul><ul><li>Feedback from stakeholders </li></ul>
    19. 45. Nikai Award for Innovation
    20. 46. Conclusion <ul><li>Start small - think big </li></ul><ul><li>Align / design / refine using LOs and agreed graduate profile </li></ul><ul><li>Focus on pedagogy not tools </li></ul><ul><li>ICTELT model </li></ul><ul><li>(Owen, 2008)‏ </li></ul>
    21. 47. Any questions, please? <ul><li>[email_address] </li></ul><ul><li>[email_address] </li></ul>Open PBWiki in a browser: OR Log in with the username: assess2008 & password: assess2008