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
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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
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3.
What Trends do we Need
to Consider?
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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
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5.
Horizon Report
5
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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
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7.
New Generation Students
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8.
Student-
generated
content (learner-
as-designers)
Connected
students (knowledge
is in the network)
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9.
Owning the Place of Learning
rapport
with
technology
mobile
generate
content
personalise
connected
adapt
space to
their needs
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10.
Interactions
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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
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12.
Learning-oriented
Assessment
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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
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14.
Learning-oriented Assessment
Assessment
tasks as learning
tasks
Student
involvement in
assessment
processes
Forward-looking
feedback
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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
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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
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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)
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18.
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19.
Personalised Learning
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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
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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).
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22.
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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
!
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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)
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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
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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
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27.
Challenges
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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)
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29.
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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
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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
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32.
New Mindsets
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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
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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
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35.
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Questions?
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