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Assessment 2.0

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Bobby Elliott, Scottish Qualifications Authority

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Assessment 2.0

  1. 1. Assessment in the age of Web 2.0
  2. 2. <ul><li>Look at ways of using Web 2.0 for assessment </li></ul><ul><ul><li>Explore evolution of assessment </li></ul></ul><ul><ul><li>Look at current assessment practice </li></ul></ul><ul><ul><ul><li>Assessment 1.0 </li></ul></ul></ul><ul><ul><ul><li>Assessment 1.5 </li></ul></ul></ul><ul><ul><li>Describe Web 2.0 </li></ul></ul><ul><ul><li>Look at today’s students </li></ul></ul><ul><ul><li>Examine ways of modernising assessment </li></ul></ul>
  3. 4. <ul><li>Assessment from 618AD to today </li></ul><ul><li>Characteristics </li></ul><ul><ul><li>Paper-based </li></ul></ul><ul><ul><li>Classroom based </li></ul></ul><ul><ul><li>Formalised </li></ul></ul><ul><ul><li>Synchronised </li></ul></ul><ul><ul><li>Controlled </li></ul></ul><ul><ul><li>Industrialised </li></ul></ul><ul><li>Changed little since early 20 th Century </li></ul><ul><li>Enjoys public and political confidence </li></ul>
  4. 5. <ul><li>Computer-based assessment </li></ul><ul><li>Characteristics </li></ul><ul><ul><li>E-testing </li></ul></ul><ul><ul><li>E-portfolios </li></ul></ul><ul><ul><li>Simulations </li></ul></ul><ul><li>Embedded in most VLEs </li></ul><ul><li>Stand-alone systems </li></ul><ul><li>Familiar to students and teachers </li></ul>
  5. 6. <ul><li>Expensive to run </li></ul><ul><ul><li>Doesn’t scale well </li></ul></ul><ul><li>Inflexible </li></ul><ul><ul><li>Arranged around diets </li></ul></ul><ul><ul><li>One size fits all (not personalised) </li></ul></ul><ul><li>Drives teaching and learning </li></ul><ul><ul><li>“Teaching to the test” </li></ul></ul><ul><ul><li>Memorisation not understanding </li></ul></ul><ul><li>Not delivering contemporary skills </li></ul><ul><ul><li>Collaboration, problem solving, flexibility </li></ul></ul>
  6. 7. <ul><li>Imitates traditional assessment </li></ul><ul><ul><li>“Reproducing the paper experience” </li></ul></ul><ul><ul><li>Limited question types </li></ul></ul><ul><ul><li>Crude simulations </li></ul></ul><ul><li>E-portfolios: little more than online storage? </li></ul><ul><li>Individualistic </li></ul><ul><li>Competitive/anti-collaborative </li></ul><ul><li>Simply automates Assessment 1.0? </li></ul>
  7. 9. <ul><li>Artificial and contrived </li></ul><ul><li>Something that is done to them </li></ul><ul><li>Doesn’t measure anything important </li></ul><ul><li>Hurdle to be jumped </li></ul><ul><ul><li>Not part of their learning </li></ul></ul><ul><ul><li>Sole purpose of their learning </li></ul></ul>
  8. 10. <ul><li>User-generated content </li></ul><ul><li>Architecture of participation </li></ul><ul><li>Network effects </li></ul><ul><li>Openness </li></ul><ul><li>Data on an epic scale </li></ul><ul><li>Power of the crowd </li></ul>
  9. 12. <ul><li>IMMIGRANT </li></ul><ul><li>NATIVE </li></ul><ul><li>Use Web </li></ul><ul><li>Active learning </li></ul><ul><li>Authentic tasks </li></ul><ul><li>Goal oriented </li></ul><ul><li>Search </li></ul><ul><li>Google </li></ul><ul><li>Collaborate </li></ul><ul><li>Use books </li></ul><ul><li>Passive learning </li></ul><ul><li>Contrived tasks </li></ul><ul><li>Process oriented </li></ul><ul><li>Memorise </li></ul><ul><li>Library </li></ul><ul><li>Compete </li></ul>
  10. 14. <ul><li>Authentic </li></ul><ul><li>Personalised </li></ul><ul><li>Negotiated </li></ul><ul><li>Collaborative </li></ul><ul><li>Recognises existing skills </li></ul>
  11. 15. <ul><li>Naturally occurring </li></ul><ul><li>Digital </li></ul><ul><li>Multimedia </li></ul><ul><li>Distributed </li></ul>
  12. 17. Web service Example Cycle Use(s) Personal portal Netvibes Evidence organisation Combining Web services on single page E-mail Google Mail Evidence storage Storing evidence and searching archive for evidence Blog Wordpress Evidence organisation Recording activities; e-portfolio; log-book/diary RSS Bloglines Evidence discovery Subscribing to evidence sources Social bookmarking Del.icio.us Evidence capture Capturing URLs of potential evidence sources Instant messaging MSN Evidence discovery Discussion; group work; collaboration VOIP Skype Evidence capture Capturing audio evidence; candidate authentication Wiki Wikispaces Evidence creation Collaborative writing; projects; research findings; group work Search engine Live Search Evidence discovery Locating evidence Online storage Box.net Evidence organisation Saving and storing evidence Video upload YouTube Evidence storage Creating and storing video evidence Social network Facebook Evidence discovery Collaborating and publishing evidence
  13. 18. <ul><li>“ Because you’re pouring money into a black hole that students don’t like, which is unnatural to them, which can’t possibly keep up with developments on the Web, and which is little more than a comfort blanket to teachers who can’t or won’t embrace the 21 st Century.” </li></ul>
  14. 19. <ul><li>It’s crude but it’s an important evolutionary step </li></ul><ul><li>Not every student is a digital native </li></ul><ul><li>Not every teacher can use Web 2.0 </li></ul><ul><ul><li>“ I can’t get my staff to use the quiz in Moodle so what chance is there that they’ll embrace Web 2.0?” </li></ul></ul>
  15. 20. <ul><li>Plagiarism </li></ul><ul><li>Authentication </li></ul><ul><li>Up-skilling assessors </li></ul><ul><li>Authentic assessment </li></ul><ul><li>Rubrics for collaboration </li></ul>
  16. 21. <ul><li>Education </li></ul><ul><ul><li>Education as differentiator in global economy </li></ul></ul><ul><ul><li>Growth of life-long learning </li></ul></ul><ul><ul><li>Growth of e-learning </li></ul></ul><ul><ul><ul><li>especially mobile learning </li></ul></ul></ul><ul><ul><li>Personalised learning/assessment </li></ul></ul><ul><ul><li>Recognition of informal learning </li></ul></ul><ul><li>Technology </li></ul><ul><ul><li>Web 3.0 </li></ul></ul><ul><ul><li>Ubiquitous computing </li></ul></ul>
  17. 22. “ Some people say that TV and radio were meant to revolutionise learning – and didn’t. But they did. They just didn’t change the learning that takes place in classrooms.” “ It will not be easy but the next generation will create new models of scholarly publishing and learning regardless of whether we choose to participate. The only question will be what role we carve out for ourselves.”
  18. 23. Scottish Qualifications Authority [email_address]

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