What constitutes fair and valid e-assessment?


Published on

Presentation for VET Teaching Conference (21/5/10) in Brisbane.

Published in: Education
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

What constitutes fair and valid e-assessment?

  1. 1. WHAT CONSTITUTES FAIR AND VALID E-ASSESSMENT? (or why you should be using e-assessment!) Michael Coghlan TAFE SA 21/5/10
  3. 3. 1989 THE TECHNOLOGY
  4. 4. PHOTOS
  5. 5. http://flickr.com/photos/7447470@N06/1345266896/
  6. 6. http://www.flickr.com/photos/khedara/445340228 / <ul><li>User has total editorial control </li></ul><ul><li>No third party need be involved </li></ul><ul><li>DISINTERMEDIATION (the decline of the gatekeepers) </li></ul>THE DIGITAL AGE
  7. 7. HERE COMES EVERYBODY Clay Shirky
  8. 8. PERSONAL PUBLISHING/ PARTICIPATORY MEDIA TOOLS <ul><li>Blogs (written text) </li></ul><ul><li>Podcasts (audio) </li></ul><ul><li>Wikis (collaborative workspaces) </li></ul><ul><li>================================== </li></ul><ul><li>Flickr (photo sharing) </li></ul><ul><li>Video repositories (YouTube, Google Video, BlipTV, TeacherTube, etc) </li></ul><ul><li>Social Networking (Facebook, MySpace, Ning, Bebo, Orkut, etc) </li></ul>} Now often indistinguishable from each other as they all now house text and all available media . estimated to account for 20% of all Internet traffic!!!
  9. 9. Why does media matter? <ul><li>Adrian Miles (RMIT): </li></ul><ul><li>“ make our institution …more porous to the students’ private technologies – their mobile phones, their laptops and their cameras.” </li></ul><ul><li>Innate human desire/need to create </li></ul><ul><li>Ubiquity and ease of participatory media enables creation of images, film, documents, course content, assessments, etc </li></ul><ul><li>develops Digital Literacy </li></ul>http://flickr.com/photos/chunyang/800589975/
  10. 10. LANGUAGE AND LITERACY - Who finds reading/writing difficult? <ul><li>English as Second or Other Language Learners (ESOL) </li></ul><ul><li>People with low levels of literacy </li></ul><ul><li>Those with little recent formal learning experience </li></ul><ul><li>Those with poor keyboard skills </li></ul><ul><li>Those who prefer an auditory style of learning </li></ul>
  11. 11. WHAT CONSTITUTES FAIR AND VALID E-ASSESSMENT? Margaret Willis, Director of NSW VETAB (mp3) Margaret Willis, Director of NSW VETAB (wav) <ul><li>“ nothing is necessarily out” </li></ul><ul><li>engage and defend </li></ul><ul><li>starting point is not technology </li></ul>
  12. 12. CONTEXT <ul><li>MANY: </li></ul><ul><li>Teachers feel insecure around e-assessment </li></ul><ul><li>Teachers don’t feel e-assessment will be acceptable to auditors </li></ul><ul><li>Auditors don’t feel confident in their ability to evaluate e-assessment </li></ul><ul><li>Auditors have seen quite a lot of very poor e-assessment </li></ul>Background image: http://www.flickr.com/photos/zerantuno/4219336807 /
  13. 13. Victor Callan (The University of Queensland) Berwyn Clayton (Victoria University) http://www.flexiblelearning.net.au/files/Eassessment_AQTF_final.pdf
  14. 15. E-ASSESSMENT <ul><li>62% of RTOs are using e-assessment. It is used mainly for: </li></ul><ul><li>Diagnostic purposes </li></ul><ul><li>Formative assessment </li></ul><ul><li>Rarely used for Summative Assessment (eg to sign off a unit of competence, or whole qualification) </li></ul>
  15. 16. E-ASSESSMENT – some problems <ul><li>Validity </li></ul><ul><ul><li>“ often did not address intended learning outcomes” </li></ul></ul><ul><li>Authentication </li></ul><ul><ul><li>those who wish to cheat will always be one step ahead; better to “build and maintain supportive and effective relationships with learners”; design negotiated, collaborative assessment tasks </li></ul></ul><ul><li>Online Quizzes </li></ul><ul><ul><li>often poorly constructed; teachers underestimate the skills and effort required to design good quiz questions </li></ul></ul>
  16. 17. Is a video created by an apprentice using POV technology somewhere in remote Australia sufficient to prove that s/he is competent at fitting service gauges? WHAT CONSTITUTES FAIR AND VALID E- ASSESSMENT? http://www.youtube.com/watch?v=DrGbfYkuu8E
  17. 18. Are voice recordings of a student engaged In a scenario posed online on a voice discussion board enough to show a lecturer, and auditor, that they have the customer relationship skills required for a unit of competence in hospitality? WHAT CONSTITUTES FAIR AND VALID E-ASSESSMENT?
  18. 19. WHAT CONSTITUTES FAIR AND VALID E- ASSESSMENT? Is an assignment conducted entirely in a Learning Management System (Blackboard, Janison, Moodle) where there is no paper record of the task, or the assessment activity, acceptable?
  19. 20. Is a video created by a student of one of his peers to demonstrate their competence in the safe use of hand and power tools sufficient evidence for an auditor? Is a video, or photographs, created by a student on their mobile phone showing the various stages of cutting someone’s hair sufficient to demonstrate competence? WHAT CONSTITUTES FAIR AND VALID E-ASSESSMENT? http://www.flickr.com/photos/judybaxter/813957814/
  21. 22. <ul><li>Blue Dog Training (Engineering) QLD </li></ul><ul><li>Interactive online quizzes </li></ul><ul><li>Electronic skills profile (type of eportfolio) </li></ul><ul><ul><li>Photographic and journal evidence </li></ul></ul><ul><ul><li>Series of complex online tasks that test underpinning knowledge </li></ul></ul><ul><li>Work closely with on the job supervisors – interview supervisors and students </li></ul><ul><li>Frequency of tasks and photographic evidence recorded </li></ul><ul><li>Build effective relationships with learners and employers </li></ul><ul><li>ie: USE A VARIETY OF APPROACHES </li></ul>SO WHAT CONSTITUTE FAIR AND VALID E-ASSESSMENT? http://www.bluedogtraining.com.au/
  22. 23. Blue Dog Trainer: <ul><li>How do I know that written report is the student’s work? I know because it is one piece of several pieces of assessment. I know in particular because I have developed a relationship with that student. I talk to them by mail and phone, and also I talk to their employer when I can. Any good teacher seeks such validation.” </li></ul>
  24. 25. DON’T GET HUNG UP ON THE ‘E’ ALL THE USUAL RULES AND PRINCIPLES APPLY TO BOTH E- AND NON E- ASSESSMENT Image courtesy of Barbara Ganley http://www.flickr.com/photos/bg/
  25. 26. The Question of Values <ul><li>Our philosophy determines how we perceive and deal with our preferred teaching methods – which includes how (or if) we choose and use e-learning technologies. (http://www.aupress.ca/books/120146/ebook/04_Anderson_2008_Kanuka-Online_Learning.pdf) </li></ul>http://www.flickr.com/photos/konarheim/4073209881
  26. 27. LAST WORD <ul><li>Give your students the opportunity to create media for assessments and assignments. You don’t need to know how to create movies, podcasts, etc, but you do need to be aware of what options are out there that may exploit students’ abilities with new technologies. </li></ul>http://www.flickr.com/photos/fishgirl7/3577452931
  27. 28. Workshops to support the implementation of the Framework’s E-assessment and the AQTF report Information and registration - contact the E-learning Coordinator in your state or territory: http://flexiblelearning.net.au/e-learningcoordinators Recording of live Elluminate session from May 12 th at http://tinyurl.com/2bmpen7 STATE DATE ACT June 10th NSW tba SA June 18th VIC July 29th NT tba TAS June 15th WA tba QLD June 23rd
  28. 29. Michael Coghlan TAFE SA e: michaelc@chariot.net.au