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e-Assessment and the Independent Learner


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Presentation delivered by Phil Butcher (OU) at eAssessment Scotland 2010

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e-Assessment and the Independent Learner

  1. 1. E-assessment and the independent learner Phil Butcher OU E-assessment adviser September 2010
  2. 2. Student views <ul><li>“ Interactive assessment (is) a particularly good </li></ul><ul><li>learning tool, if you are getting the answer wrong it </li></ul><ul><li>doesn’t give you the answer right away but gently </li></ul><ul><li>coaches you till you get it right yourself.” </li></ul><ul><li>“ You don't always appreciate what you’re reading </li></ul><ul><li>and its significance, until you try and apply it. ” </li></ul>
  3. 3. E-assessment for learning <ul><li>The Open University’s starting position </li></ul><ul><li>Our students study independently </li></ul><ul><li>… at home </li></ul><ul><li>… with a variety of work and study patterns </li></ul><ul><li>… they may be in different time zones </li></ul><ul><li>We have sufficiently large student numbers </li></ul><ul><li>… to invest in computing and network infrastructure </li></ul><ul><li>… to invest in writing e-assessments </li></ul><ul><li>… with feedback </li></ul><ul><li>We have lots of reference material online and in print. </li></ul>
  4. 4. E-assessment for learning <ul><li>The Open University seeks to use technology that is in the home </li></ul><ul><li>… 1987 personal computers at home </li></ul><ul><li>… 1998 interactive multimedia on CD </li></ul><ul><li>… 2002 first use of e-assessment </li></ul><ul><li>… 2005 current version of OpenMark </li></ul><ul><li> adopted Moodle as the institutional VLE </li></ul>
  5. 5. Conditions in which assessment supports learning ( Gibbs and Simpson 2004 ) <ul><li>Assessed tasks capture sufficient study time and effort. </li></ul><ul><li>These tasks distribute student effort evenly across topics and weeks. </li></ul><ul><li>These tasks engage students in productive learning activity. </li></ul><ul><li>Assessment communicates clear and high expectations to students. </li></ul><ul><li>Sufficient feedback is provided, both often enough and in enough detail. </li></ul><ul><li>The feedback is provided quickly enough to be useful to students. </li></ul><ul><li>Feedback focuses on learning rather than on marks or students themselves. </li></ul><ul><li>Feedback is linked to the purpose of the assignment and to criteria. </li></ul><ul><li>Feedback is understandable to students, given their sophistication. </li></ul><ul><li>Feedback is received by students and attended to. </li></ul><ul><li>Feedback is acted upon by students to improve their work or learning. </li></ul>
  6. 6. E-assessment for learning <ul><li>Four guiding principles behind OpenMark </li></ul><ul><li>The emphasis placed on feedback. </li></ul><ul><li>Allowing multiple attempts. </li></ul><ul><li>The breadth of interactions supported. </li></ul><ul><li>The design for anywhere, anytime use. </li></ul>
  7. 7. The emphasis placed on feedback
  8. 8. Before we go any further <ul><li>Feedback is harder to write than the question or the correct answer. </li></ul><ul><li>How many students will need it? </li></ul><ul><li>So how much effort do you put into it? </li></ul>
  9. 9. The emphasis placed on feedback <ul><li>S104 – iCMA49 – Question 4 - 2009 </li></ul>
  10. 10. The emphasis placed on feedback and marks! <ul><li>S104 – iCMA49 – Question 4 - 2009 </li></ul>
  11. 11. The emphasis placed on feedback and marks! <ul><li>The proportions of students who score 0, 1, 2 or 3 marks per question for several S104 iCMAs. </li></ul>
  12. 12. The emphasis placed on feedback and marks! <ul><li>Distribution of scores based on first attempt, first two attempts and all attempts for a typical S104 iCMA. </li></ul>
  13. 13. Pertinence to distance learning <ul><li>Instant and personalised feedback </li></ul><ul><ul><li>… which leads to future learning </li></ul></ul><ul><ul><li>… randomization allows re-use </li></ul></ul><ul><li>Economies of scale </li></ul><ul><li>Available 24/7 </li></ul><ul><li>Controlled marking and feedback quality </li></ul><ul><li>Linkage via ‘reports’ and a ‘gradebook’ to targetted support (self and teacher monitoring) </li></ul>
  14. 14. OU e-assessment usage
  15. 15. OU impact on Moodle Quiz <ul><li>OU Moodle has had full feedback, multiple attempts and better navigation since 2008 </li></ul><ul><li>OpenMark integration since 2009 </li></ul><ul><li>These features are being added to Moodle 2.1 and will be widely available from 2011 </li></ul><ul><li>Moodle Gradebook and Quiz Reports re-writes were also OU sponsored </li></ul>
  16. 16. Phil Butcher [email_address] More interactive examples with feedback Where we have reached with Moodle
  17. 17. A showcase of projects supported in OpenMark <ul><li>For interactive demonstrations please visit the websites on the previous slide. </li></ul><ul><li>The presentation at eAssessment Scotland used live demonstrations. The following slides are provided for any reader of this Powerpoint presentation. </li></ul>
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