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Assessment 2 feb sarah davies


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Overview of JISC activities in assessment.

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Assessment 2 feb sarah davies

  1. 1. JISC’s work in assessment and feedback<br />Sarah Davies, JISC<br />
  2. 2. Technology-enhanced assessment and feedback<br />JISC has been working in support of technology-enhanced assessment for over a decade<br />e-Assessment has been one of the activity areas within the e-Learning Programme<br />Focus now explicitly broadened to ‘technology-enhanced assessment’ – the wide range of ways in which technology can be used to support assessment and feedback<br />
  3. 3. slide 3<br />Focus areas<br />Technologies and practice around on-screen testing<br />Formative assessment practices<br />Quality processes around e-assessment<br />Curriculum design and delivery<br />Re-engineering modules for assessment for learning<br />Processes around effective use of feedback<br />Reflective tools for curriculum design<br />Learner experiences of e-learning and learning literacies in a digital Age<br />
  4. 4. Current context for assessment and feedback<br />Greater emphasis on developing learners’ skills of self-assessment, reflection and management of learning<br />High level of ownership of laptops and smart phones among learners<br />But not all learners are competent users of technology for educational purposes<br />Institutional assessment and feedback practices need to take account of the digitally enhanced landscape in which learning takes place<br />National student forum annual report 2009 – “We would like to see all universities and colleges...leverage technology to provide innovative methods of assessment and feedback”<br />
  5. 5. Take-up of technology to support assessment and feedback<br />UCISA Technology-Enhanced Learning Survey results (2010) show that 80% of the 89 HEIs that responded had a centrally-supported e-assessment system in use by students:<br />VLE-based (Blackboard, Moodle, WebCT) (67%)<br />Questionmark perception (32%); in-house (6%)<br />Most institutions (60%) reported that 1-24% of their courses used summative e-assessment, with only 15% saying that 25-75% of courses use it (big increase from 2008)<br />Greater use of formative e-assessment: 18% of institutions reported that 24-49% of their courses used it, and 17% said the proportion was higher than 50% (big increase from 2008).<br />Greater still use of assignment submission tools: 25% of institutions reported that 24-49% of their courses used it, and 38% said the proportion was higher than 50% (no change).<br />
  6. 6. Take-up of technology to support assessment and feedback<br />JISC Review of Advanced e-Assessment Techniques (2009) indicated that adoption of the more specialised technologies to support assessment is not widespread, despite potential benefits.<br />Research for Effective Assessment in a Digital Age suggests that implementation of some form of technology is now found in a wide spectrum of assessment and feedback activity <br />Specialised tools for delivery and management of assessment and feedback<br />Range of more generic technologies used to support assessment and feedback in a number of ways<br />Practitioners willing to innovate; aligning technology-enhanced learning and teaching with technology-enabled assessment and feedback <br />But technology still not widely embedded in assessment practice; wider dissemination of the most effective concepts and tools is still needed<br />
  7. 7. slide 7<br />Benefits of technology in assessment and feedback<br />Technology can bring to assessment and feedback:<br />Greater potential for dialogue (tutor-student; student-student), communication (of information about an assessment; clarification of goals and standards; sharing of new approaches). Constraints of distance, time and numbers can be overcome<br />Immediacy and contingency (interactive tests; voting devices; mobile devices; connectivity on the move)<br />Authenticity through filmed, simulated or virtual world scenarios<br />Speed and ease of data processing <br />Opportunities to break new ground by capturing for assessment aspects of learning previously impossible to measure; enabling students to fail productively and safely etc<br />Enabling students to participate more actively in assessing themselves<br />
  8. 8. slide 8<br />Publication: Effective Assessment in a digital age<br /><ul><li>Explores principles underpinning effective learning, assessment and feedback
  9. 9. Includes ten new case studies featuring different challenges associated with assessment and feedback
  10. 10. Illustrates embedded use of a wide range of technologies – from Web 2.0 to e-assessment tools and technologies
  11. 11. Captures practitioner voices - where people currently are;
  12. 12. Accompanying online resources: video clips, full-length case studies and podcasts</li></li></ul><li>Current projects<br />Peer evaluation in education review (PEER): technology-supported peer review (June 2010-June 2011)<br />Digitally enhanced patchwork text assessment: trialling and evaluating us of PTAs in range of disciplines and with different technologies<br />Building capacity in assessment and feedback: supporting staff in the use of technology for assessing and giving feedback (Feb 2010-Feb 2011)<br />
  13. 13. Future work<br />All future work is currently up in the air: we have no funding agreed for future programmes<br />But, if we do get the funding, we’re hoping to run a 2-year programme on assessment and feedback<br />Envisaged timeline is that the call for proposals will be released around April for a September project start<br />Likely to be strand of institutional change projects in technology-enhanced assessment and feedback<br />Also strand of smaller evidence and evaluation projects<br />Currently looking at how to incorporate and build on existing tool developments<br />
  14. 14. Further information<br />Sarah Davies, e-Learning Programme Manager,<br />JISC e-Learning Programme:<br />Effective Assessment in a Digital Age and full-length case studies:<br />Accompanying online resources (video clips and podcasts): <br />Other JISC work on assessment:<br />Workshops (spaces available in Newcastle on 24 March):<br />