Technology Enhanced Assessment: Do we have a wolf in sheep's clothing?Denise Whitelock
Technology Enhanced Assessment: Do we have a wolf in sheep’s clothing?
A sea change in assessment, precipitated by both researchers and practitioners alike, was crystallised by a statement issued by the Assessment Reform Group, who have rejected the notion of Assessment that foregrounds cognitive ability tests that are valued for their predicted validity (Broadfoot, Daugherty, Gardner, Harlen, James & Stobart, 2002). The ARG set out to promote better alignment between teaching, learning & assessment and endorsed the term ‘Assessment for Learning’. This presentation explores the role that technology enhanced assessment can play in encouraging the assessment for learning agenda. It presents a number of cases of peer, self and computer assessments that display a range of characteristics for the next generation of assessment tasks.
The discussion of the cases reveals a missing characteristic, which is a form of feedback to the students that will take their learning forward which I refer to as “Advice for Action” (Whitelock, 2011). Recent developments in automatic feedback systems for essay writing (Whitelock, Twiner, Richardson, Field & Pulman, 2015a and 2015b) will be presented and the role of visualisations and socio-emotive feedback in conveying meaningful feedback will also be discussed.
Since any feedback that is not understood or cannot be acted upon is likely to be ignored it will not facilitate learner improvement or confidence. This will always be a challenge – but how can technology enhanced assessment pursue this agenda?
References
Broadfoot, P., Daugherty, R., Gardner, J., Harlen, W., James, M. & Stobart, G. (2002). Assessment for learning: 10 principles, Research-based principles to guide classroom practice. London: Assessment Reform Group. Retrieved 4 April 2017, from http://sunnyspelles.co.uk/Pedagogy%20Resources/A4L/10principles.pdf
Whitelock, D. (2011). Activating Assessment for Learning: are we on the way with Web 2.0? In M.J.W. Lee & C. McLoughlin (Eds.) Web 2.0-Based-E-Learning: Applying Social Informatics for Tertiary Teaching. IGI Global. 319-342.
Whitelock, D., Twiner, A., Richardson, J.T.E., Field, D. & Pulman, S. (2015a). Feedback on academic essay writing through pre-emptive hints: Moving towards ‘advice for action’. Winner of Best Research Paper Award. Special Issue of European Journal of Open, Distance and E-Learning, Best of EDEN RW8, 8th EDEN Research Workshop (eds. U. Bernath and A. Szucs). Published by European Distance and E-Learning Network, 1-15. ISSN 1027 5207
Whitelock, D., Twiner, A., Richardson, J.T.E., Field, D. & Pulman, S. (2015b). OpenEssayist: A supply and demand learning analytics tool for drafting academic essays. The 5th International Learning Analytics and Knowledge (LAK) Conference, Poughkeepsie, New York, USA. 16-20 March 2015. ISBN 978-1-4503-3417-4
Presentation given by Brian Donlon, Environmental Protection Agency, at the 2015 Horizon 2020 SC5 Information Day, 21/10/2015, Herbert Park Hotel, Dublin
Technology Enhanced Assessment: Do we have a wolf in sheep's clothing?Denise Whitelock
Technology Enhanced Assessment: Do we have a wolf in sheep’s clothing?
A sea change in assessment, precipitated by both researchers and practitioners alike, was crystallised by a statement issued by the Assessment Reform Group, who have rejected the notion of Assessment that foregrounds cognitive ability tests that are valued for their predicted validity (Broadfoot, Daugherty, Gardner, Harlen, James & Stobart, 2002). The ARG set out to promote better alignment between teaching, learning & assessment and endorsed the term ‘Assessment for Learning’. This presentation explores the role that technology enhanced assessment can play in encouraging the assessment for learning agenda. It presents a number of cases of peer, self and computer assessments that display a range of characteristics for the next generation of assessment tasks.
The discussion of the cases reveals a missing characteristic, which is a form of feedback to the students that will take their learning forward which I refer to as “Advice for Action” (Whitelock, 2011). Recent developments in automatic feedback systems for essay writing (Whitelock, Twiner, Richardson, Field & Pulman, 2015a and 2015b) will be presented and the role of visualisations and socio-emotive feedback in conveying meaningful feedback will also be discussed.
Since any feedback that is not understood or cannot be acted upon is likely to be ignored it will not facilitate learner improvement or confidence. This will always be a challenge – but how can technology enhanced assessment pursue this agenda?
References
Broadfoot, P., Daugherty, R., Gardner, J., Harlen, W., James, M. & Stobart, G. (2002). Assessment for learning: 10 principles, Research-based principles to guide classroom practice. London: Assessment Reform Group. Retrieved 4 April 2017, from http://sunnyspelles.co.uk/Pedagogy%20Resources/A4L/10principles.pdf
Whitelock, D. (2011). Activating Assessment for Learning: are we on the way with Web 2.0? In M.J.W. Lee & C. McLoughlin (Eds.) Web 2.0-Based-E-Learning: Applying Social Informatics for Tertiary Teaching. IGI Global. 319-342.
Whitelock, D., Twiner, A., Richardson, J.T.E., Field, D. & Pulman, S. (2015a). Feedback on academic essay writing through pre-emptive hints: Moving towards ‘advice for action’. Winner of Best Research Paper Award. Special Issue of European Journal of Open, Distance and E-Learning, Best of EDEN RW8, 8th EDEN Research Workshop (eds. U. Bernath and A. Szucs). Published by European Distance and E-Learning Network, 1-15. ISSN 1027 5207
Whitelock, D., Twiner, A., Richardson, J.T.E., Field, D. & Pulman, S. (2015b). OpenEssayist: A supply and demand learning analytics tool for drafting academic essays. The 5th International Learning Analytics and Knowledge (LAK) Conference, Poughkeepsie, New York, USA. 16-20 March 2015. ISBN 978-1-4503-3417-4
Presentation given by Brian Donlon, Environmental Protection Agency, at the 2015 Horizon 2020 SC5 Information Day, 21/10/2015, Herbert Park Hotel, Dublin
The power of learning analytics to unpack learning and teaching: a critical p...Bart Rienties
Across the globe many educational institutions are collecting vast amounts of small and big data about students and their learning behaviour, such as their class attendance, online activities, or assessment scores. As a result, the emerging field of Learning Analytics (LA) is exploring how data can be used to empower teachers and institutions to effectively support learners. In the recent Innovative Pedagogy Report Ferguson et al. (2017) encourage researchers and practitioners to move towards a new form of learning analytics called student-led learning analytics, which enable learners to specify their own goals and ambitions. They also support learners to reach these goals. This is particularly helpful for individuals who have little time to spare for study. In this ESRC session, based upon 6 years of experience with LA data and large-scale implementations amongst 450000+ students at a range of context, I will use an interactive format to discuss and debate three major questions: 1) To what extent is learning analytics the new holy grail of learning and teaching? 2) How can instructional design be optimised using the principles of learning analytics?; 3) With the introduction of student-led analytics, to what extent can learning analytics promote ‘personalisation’ or ‘generalisation’ for diverse populations of students?
Connect with Maths~ Maths Leadership Series-session 2-the right pedagogyRenee Hoareau
Connect with Maths ~ Maths Leadership Series
Session 2 - The right pedagogies
Presented by Rob Proffitt-White
Implementing curriculum intent requires a repertoire of pedagogies
Effective teaching of mathematics and numeracy capabilities require a range of pedagogical practices . This workshop is for teachers and school leaders who want to look at the processes involved in creating a common language around effective delivery of all mathematical proficiencies. It will focus heavily around
• Valuing teacher voice and building supportive and trusting culture for all
• Enacting the growth mindset in all classrooms
• Designing protocols and routines to support coaching/mentoring and reflecting.
Connect with Maths ~ supporting the teaching of Maths ONLINE
Connect with Maths Engaging All Students community ~ join at http://connectwith.engaging.aamt.edu.au
Conference with Confidence: Doing Workplace ResearchClaire Sewell
Problem solving is a daily part of working in a library, whether it is for our users or ourselves. Turning these problems into research projects is the next step but one that many of us find difficult to take.
Delivered as part of our Conference with Confidence series, this workshop will help you think about the everyday innovations in your library and how these can be turned into research projects for discussion at future events. We will look at the pros and cons of undertaking research in your workplace, how it can help to generate solutions to problems, support a case for resources or just find out more about your library.
This workshop is suitable for those interested in undertaking research projects, complete novices or those wanting to know more about the possibilities of workplace research. Who knows where is might lead?
Classroom testing: Using tests to promote learningRichard P Phelps
Among the most effective educational interventions are those with testing components. Testing can be used effectively to promote learning, but that means using it more often in spaced, shorter bursts. Optimally, teachers should test their students on material at the moment they begin to forget it--the more discrete the subject matter (e.g., mathematics) the shorter the time interval between tests.
Industry - academia collaboration in practiceEriks Klotins
Both academia and companies could benefit from close collaboration in developing better practices. However, academia is often disconnected from real-life.
BTH has developed an industry-academia collaboration model to support collaboration..
You’ve probably already been told that getting library work experience before you graduate is key to a successful job hunt. This session will report on preliminary results of a mixed-methods study of recent Canadian LIS graduates’ pre-professional work experiences and their subsequent career success. We’ll explore how these experiences impact your job search and what to look for in a field placement to make you the most marketable candidate possible.
Presented at OLA Super Conference 2015 on Thursday, January 29, 2015
Reasons Primary Teachers Give About Teaching Mathematical Problem Solving: A ...Prince Armah, PhD
Since the 1980s, problem solving has been considered the central theme of school mathematics as students are now required to develop investigational and problem solving skills. But teachers’ beliefs regarding teaching mathematical problem solving has been questioned. These beliefs, mediated by intentions, have also been noted as precursors to any shift from the traditional show and tell approach towards teaching mathematical problem solving. However, little research has addressed teachers’ beliefs and intention to teach mathematics problem solving in primary schools. Particularly, research about mathematics teachers’ attitudes, subjective norms, and perceived behavioural control beliefs relative to teaching mathematics problem solving in primary schools remains sparse. This study, which is part of a larger project, begins a line of research investigating the behavioral intentions of primary teachers to teaching mathematical problem solving. The purpose study was to investigate primary school teachers’ salient behavioural, normative and control beliefs regarding the teaching problem solving using the Ajzen’s (1991) Theory of Planned Behavior. The study reports on an elicitation study with a diverse sample of 50 primary teachers from six private and public schools from a municipality in the Central Region of Ghana. The participants responded to nine open-ended survey questions designed following Ajzen’s (1991) Theory of Planned Behaviour. In general, the study suggests that participating school teachers believe there are benefits to teaching mathematical problem solving. However, limited resources (time, teaching and learning materials), language and class level present substantial barriers to teaching mathematical problem solving in the primary schools. Specific suggestions for addressing teachers’ beliefs about teaching MPS are recommended.
'Understanding teachers as learning professionals: research perspective.' (Na...GTC Scotland
'Understanding teachers as learning professionals: research perspective.'
University of Strathclyde, Workshop 6, GTC Scotland National Education Conference, 28 May 2009.
This workshop will showcase research findings about teachers as learners in the context of their continuing professional development (CPD) from projects conducted by AERS Learners, Learning and Teaching Network and related studies.
It will highlight: the importance of taking into account the different personal, social and occupational influences on teachers' learning; the extent to which teachers feel they have ownership of their CPD and the extent to which CPD transforms practice; the potential importance of both formal and informal settings and both planned and unplanned opportunities for professional learning, especially in collaborative contexts.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
How to Open a Psychology Department: What we have learned two years into our journey
1. How to Open a Psychology Department:
What we have Learned Two Years Into Our Journey
Farhad Dastur, Richard Le Grand, Rajiv Jhangiani, Kurt Penner
Kwantlen Polytechnic University
4. 17 Faculty, from 6 Institutions
12 KPU Psyc Faculty involved
6 x 90 minute sessions, 15 topic areas
Vetted & categorized…
5. Outcomes
Practical ancillary resource for
Open Intro Psyc Textbook use
851 Test Bank Questions
(Factual, Conceptual & Applied)
A collaborative, collegial &
enjoyable experience
Incremental buy-in for OER use
7. 0
10
20
30
40
50
60
70
80
90
100
Exam 1 Exam 2 Exam 3
PercentCorrect
Traditional
Open Print
Open Digital
7
Exam Performance
Traditional vs. Open Print vs. Open Digital
p < 0.05 ns ns
8. Not at all
1 2 3 4 5 6
Very Much
7
Writing is clear
Writing is engaging
Research examples helpful
Everyday examples relevant
Everyday examples helpful
Adequate number of study aids
Helpful study aids
Note: All differences significant at p < .05
Traditional
Open Print
Open DigitalPerceptions of the Textbook
8
9. Not at all
1 2 3 4 5 6
Very Much
7
Figures helpful
Figures easy to understand
Tables helpful
Tables easy to understand
Photographs relevant
Visually appealing
Visually distracting
NS
NS
NS
NS
NS
NS
NS
Note: No differences across conditions
Perceptions of the Textbook
9
10. 1
Very Poor
2
Below Average
3
Average
4
Above Average
5
Excellent
Overall, how would you rate the quality of your
textbook?
TRADITIONAL 3.54
OPEN PRINT
OPEN DIGITAL
3.90
3.73
p < .05
Traditional
Open Print
Open Digital
10
11. 11
Open Resources for Intro to Psychology Textbook
Testbank (600+ multiple choice questions)
Online Chapter Quizzes
Simulations
Videos
Powerpoint Lecture Slides
12.
13.
14. “KPU Open Studies will act as a liaison to key
partnerships involving open educational
resources such as the BC Campus Open
Textbook project, and the Open Education
Resource universitas (OERu).”
18. Thank you
Dr. Farhad Dastur @fdastur Farhad.Dastur@kpu.ca
Kurt Penner @KurtPenner Kurt.Penner@kpu.ca
Dr. Richard Le Grand @rickpsyguy Richard.LeGrand@kpu.ca
Dr. Rajiv Jhangiani @thatpsychprof Rajiv.Jhangiani@kpu.ca
Slides available at: slideshare.net/thatpsychprof
19
Editor's Notes
16 questions asked
16 questions asked
Loose leaf: $95.20 + taxes
50% reported not purchasing a required textbook at least once. (17% rarely, 21% sometimes, 12% often)
Question is really what would you be comfortable spending for this.