The document discusses assessment design and ensuring student engagement and understanding. It recommends that assessment should actively engage students in identifying criteria, facilitate self-assessment and feedback, and provide opportunities to apply learning. Assessment should make goals explicit while allowing student influence, and position students as primary agents in self-assessing performance and linking it to outcomes. Feedback should trigger and inform progression based on self-monitoring. The document also discusses embracing informal learning and visualizing a use case for negotiated student activities and recording evidence.

1. Keep taking the tablets
Integrating the mobile into work based learning

2. Mexican hats and developing the
independent learner.
Not engaged, not achieving
“How do I know if am I doing
what I should be doing”
Engaged, but not achieving
“How do I know if I have gained
understanding from what
I am doing”
Engaged and achieving
“How do I know if the understanding
I have gained will allow me
to achieve”

3. Assessment design should
"empower" :
o
o
o
o
o
o
o
Engage students actively in identifying or formulating criteria
Facilitate opportunities for self-assessment and reflection
Deliver feedback that helps students self-correct
Provide opportunities for feedback dialogue (peer and tutor-student)
Encourage positive motivational beliefs and self-esteem
Provide opportunities to apply what is learned in new tasks
Yield information that teachers can use to help shape teaching
The Re-Engineering Assessment Project (REAP):
adapted from Nicol and Macfarlane-Dick (2006) and Gibbs and Simpson (2004)

4. Assessment design should ensure
that:
• Learning activities are framed and described in ways that make their
goals explicit, but allow students to influence and shape how they are
done.
• Students are the primary agents in assessing their performance in
activities, covering engagement and achievement in relation to defined
learning outcomes
• Self assessment triggers and informs regular feedback that is closely
associated with progression to learning outcomes
This reflects Sadler’s view that quality feedback must involve an active
process of self monitoring.
Sadler, D. R.(1989). ‘Formative Assessment and the Design of Instructional Systems’. Instructional Science, vol. 18, pp145 – 165.

5. Embracing informal learning
Structured for
learning
Media, broadcast,
communication,
networking and
learning technologies
“Structured,
but rarely for
learning”

6. Visualisation of a level 1 use case:

7. Negotiated activities
Tutor adds a brief to the
student’s activity overview
YES
END
Student records and
submits an outline
YES
Aligns
to learning
outcomes?
Tutor records and send
suggested amendments
Does
it fit with
Student/workplace
needs?
NO
Student reworks and
resends the outline
NO

8. Recording evidence
User initiates recording from
within an application managed
workflow.
filename and location
are generated
automatically
artefact
updated
Define
type
file saved in root or
specified folder
NO
Embed
media
directly?
NO
YES
Is
filename
Associate with an
active artefact
?
User initiates a recording request
from the app’s main menu.
asset record
updates
Is
user able/
willing to identify
an active
task?
YES
user selects Audio or
Video
NO
user initiates recording
resume
user records event
user stops recording
user nominates a file
name.
pause
Re-record
selects or names folder

9. Pilot project
Slide to follow…