Digital Assessment


Published on

Transforming Assessment in a Digital Era
Technology context, next generations students, interactions, learning-oriented assessment, new mindsets
The digital futures learning environment provides opportunities to improve the student learning experience through flexibility in time, pace, place, mode of study, teaching approach and forms of assessment.
• Assessment for a digital future needs to place learning at the centre of assessment and reconfigure assessment design so that the learning function is emphasized
• Learning-oriented assessment needs to include: assessment tasks as learning tasks, student involvement in the assessment processes and forward-looking feedback.
• Formative assessment in a digital future incorporates feedback as feed-forward so that students receive feedback that can be acted on to improve learning.

Published in: Education, Technology
No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Digital Assessment

  1. 1. Designing Learning-oriented Assessment for a Digital Future Transforming Assessment in a Digital Era 31st July - 1st August 2013 Professor Mike Keppell Executive Director Australian Digital Futures Institute Director, Digital Futures - CRN 1Thursday, 1 August 13
  2. 2. Overview n Trends and challenges n New generation students n Interactions n Learning-oriented assessment n Personalised learning n Challenges n New mindsets 2 2Thursday, 1 August 13
  3. 3. What Trends do we Need to Consider? 3Thursday, 1 August 13
  4. 4. Beyond Current Horizons n Networking and connections - distributed cognition n Increasing personalisation and customisation of experience n New forms of literacy n Openness of ownership of knowledge (Jewitt, 2009). 4 4Thursday, 1 August 13
  5. 5. Horizon Report 5 5Thursday, 1 August 13
  6. 6. Trends ‣ People expect to be able to work, learn, and study whenever and wherever they want. ‣ The abundance of resources and relationships will challenge our educational identity. ‣ Students want to use their own technology for learning. ‣ Personalisation - learning, teaching, place of learning and technologies 6 6Thursday, 1 August 13
  7. 7. New Generation Students 7Thursday, 1 August 13
  8. 8. Student- generated content (learner- as-designers) Connected students (knowledge is in the network) 8Thursday, 1 August 13
  9. 9. Owning the Place of Learning rapport with technology mobile generate content personalise connected adapt space to their needs 9Thursday, 1 August 13
  10. 10. Interactions 10Thursday, 1 August 13
  11. 11. 25 Interactive learning (learner-to-content) Networked learning (learner-to-learner; learner-to-teacher) Student-generated content (learner-as- designers). Connected students (knowledge is in the network) Learning-oriented assessment (assessment-as-learning) Interactions 11Thursday, 1 August 13
  12. 12. Learning-oriented Assessment 12Thursday, 1 August 13
  13. 13. Assessment 2020 Assessment has been most effective when: n feedback is used to actively improve student learning n students and teachers become responsible partners in learning and assessment n assessment for learning is placed at the centre of subject and program design 13 13Thursday, 1 August 13
  14. 14. Learning-oriented Assessment Assessment tasks as learning tasks Student involvement in assessment processes Forward-looking feedback 14Thursday, 1 August 13
  15. 15. nAssessment tasks determine student effort nStudents also fulfil the measurement requirement of the subject/curriculum. nTasks should require distribution of student time and effort (Gibbs & Simpson, 2004) Assessment Tasks as Learning Tasks 15 15Thursday, 1 August 13
  16. 16. Student Involvement in Assessment nStudents begin to learn about assessment nStudents begin to determine the quality of their own work nStudents learn about reflection, peer feedback and self-evaluation nSome degree of student choice in assessment tasks. 16 16Thursday, 1 August 13
  17. 17. Forward-looking Feedback nStudents need to receive appropriate feedback which they can use to ‘feed forward’ into future work. nFeedback should be less final and judgemental (Boud, 1995) nFeedback should be more interactive and forward-looking (Carless, 2002) nFeedback should be timely and with a potential to be acted upon (Gibbs & Simpson, 2004) 17 17Thursday, 1 August 13
  18. 18. 18Thursday, 1 August 13
  19. 19. Personalised Learning 19Thursday, 1 August 13
  20. 20. Personal Learning Spaces ‣ Integrate formal and informal learning spaces ‣ Customised by the individual to suit their needs ‣ Allow individuals to create their own identities. ‣ Recognises ongoing learning and the need for tools to support life-long and life-wide learning. 20 20Thursday, 1 August 13
  21. 21. Connectivism ‣ Knowledge has changed to networks and ecologies (Siemens, 2006). ‣ Need improved lines of communication in networks. ‣ “Connectivism is the assertion that learning is primarily a network-forming process” (p. 15). 21 21Thursday, 1 August 13
  22. 22. 22Thursday, 1 August 13
  23. 23. ePortfolios in Assessment nEmbedding an ePortfolio into the Bachelor of Education (Early Childhood and Primary) nIteratively designed throughout the four years (Munday, 2010). 23 ! 23Thursday, 1 August 13
  24. 24. Types and Purposes of ePortfolios n Assessment - formative and summative, learning- oriented, feed-forward n Showcase ‘best’ work to peers, teachers, potential employers n Development over time to show changes in thinking. n Reflective - personal and professional, critical/ analytical as opposed to descriptive (Stefani, Mason & Pegler, 2007) 24 24Thursday, 1 August 13
  25. 25. Embedding of ePortfolios nDifferent purposes of ePortfolios throughout degree. n1st year - development/showcase/ assessment n2nd year - reflection/assessment n3rd year - development - self-directed n4th year - showcase and leadership 25 25Thursday, 1 August 13
  26. 26. Characteristics of the Assessment Task n Alignment of learning outcomes, content and assessment n Distribution of student time and effort throughout degree program n Degree of student choice in assessment task n Relationship between assessment task and real- world task n Portfolio could be utilised for different purposes 26 26Thursday, 1 August 13
  27. 27. Challenges 27Thursday, 1 August 13
  28. 28. Digital Literacies n Literacy is no longer “the ability to read and write” but now “the ability to understand information however presented.” n Can't assume students have skills to interact in a digital age n Literacies will allow us to teach more effectively in a digital age (JISC, 2012) 28 28Thursday, 1 August 13
  29. 29. 29Thursday, 1 August 13
  30. 30. Accountability and Trust nAccountability of assessment practices is common due to the need for standards nPlagiarism and a lack of trust may influence the types of assessment undertaken 30 30Thursday, 1 August 13
  31. 31. Group Projects nEquitable contribution nPeer assessment of other students may send mixed signals nPeer learning and peer assessment are about students providing feedback to each other 31 31Thursday, 1 August 13
  32. 32. New Mindsets 32Thursday, 1 August 13
  33. 33. New Mindsets n Privileging mobile learning and teaching access n Embedding digital literacies into all aspects of learning, teaching and curriculum n Privileging diverse places of learning as opposed to a singular place of learning 33 33Thursday, 1 August 13
  34. 34. New Mindsets n Assisting teachers and students to develop their own personalised learning strategy n Privileging user-generated content n Privileging learning-oriented assessment 34 34Thursday, 1 August 13
  35. 35. 35 Questions? 35Thursday, 1 August 13