2017 UK/IE MoodleMoot: What makes a good moodle quiz? Lessons from the Open U...Tim Hunt
A talk about two things in tandem: good practices for using the Moodle quiz; and how the quiz is used in reality at the Open University. Hopefully those two things have some things in common.
The main goal of YouTestMe Classroom 2020 is to catch the wave of modernizing the process of knowledge assessment and learning by allowing the users to focus on important things and automating the tedious processes. Remember your days at school? Acquiring real, practical knowledge has never been an easy process. We aspire to provide the users a simple way to learn more comfortably and motivate them to use their mindsets as often as possible.
Imagine the system where teachers will have immediate feedback about their lectures, where all students are equally engaged in the learning process, where school officials will have a consolidated view of the education process and progress, where parents will not ask their kids "What did you learn in school today?" because they will already know it.
However, Classroom 2020 does not focus solely on schools and universities. Since it is highly customizable, it can be tailored to suit the needs of different profiles and institutions. Every business and institution that needs training and evaluation can find this software useful in those areas, because its elements are made to suit all types of data.
Classroom 2020 is software used in the learning process to practice lectured subjects through customized tasks and projects, uniquely designed for each individual. While the participants are interacting with the system, a wealth of information is collected and then turned into information (reports, graphs and charts) that can be used to quickly adjust the process of adopting knowledge. Each student is different and the system aspires to adapt to them. This is performed by archiving various scores and statistics, and the system consequently “learns” and tailors follow-up subjects and tests according to their capabilities. On examination, these reports can provide invaluable data to teachers, school officials and the government, so adjusting the knowledge assessment program according to the previous is what should be the key point in improving the entire process. The Classroom 2020 software makes this cycle as fast and efficient as possible.
This presentation's purpose is to get you acquainted with the concept of YouTestMe Starter - new software mainly oriented towards various testing purposes. Feel free to check out our other products - www.youtestme.com. Contact us at info@youtestme.com for more information.
When a Closer Look at Potential Collusion Becomes NecessaryExamSoft
Presented by Dr. Sherry Jimenez, Assistant Provost for Teaching Excellence and Assessment of Learning at Marian University.
In this webinar the issue of collusion will be discussed. The three elements of the Fraud Triangle will be reviewed as well as how they present in the exam environment. Common cheating prophylaxis will be revisited and new methods for investigating potential collusive behavior in an online examination environment will be described.
Predictive analytics has been a hot topic recently as there have been many controversial questions asked if it will negatively impact students with a discouraging prediction.
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Nicole will share about how institutions can forecast student success and struggles in their learning and how you can run a cutting-edge way of leveraging data with timely interventions offers a potentially powerful mechanism of students identification at the point and time of failure, before it is too late, and offering them strategies to overcome failures.
2017 UK/IE MoodleMoot: What makes a good moodle quiz? Lessons from the Open U...Tim Hunt
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The main goal of YouTestMe Classroom 2020 is to catch the wave of modernizing the process of knowledge assessment and learning by allowing the users to focus on important things and automating the tedious processes. Remember your days at school? Acquiring real, practical knowledge has never been an easy process. We aspire to provide the users a simple way to learn more comfortably and motivate them to use their mindsets as often as possible.
Imagine the system where teachers will have immediate feedback about their lectures, where all students are equally engaged in the learning process, where school officials will have a consolidated view of the education process and progress, where parents will not ask their kids "What did you learn in school today?" because they will already know it.
However, Classroom 2020 does not focus solely on schools and universities. Since it is highly customizable, it can be tailored to suit the needs of different profiles and institutions. Every business and institution that needs training and evaluation can find this software useful in those areas, because its elements are made to suit all types of data.
Classroom 2020 is software used in the learning process to practice lectured subjects through customized tasks and projects, uniquely designed for each individual. While the participants are interacting with the system, a wealth of information is collected and then turned into information (reports, graphs and charts) that can be used to quickly adjust the process of adopting knowledge. Each student is different and the system aspires to adapt to them. This is performed by archiving various scores and statistics, and the system consequently “learns” and tailors follow-up subjects and tests according to their capabilities. On examination, these reports can provide invaluable data to teachers, school officials and the government, so adjusting the knowledge assessment program according to the previous is what should be the key point in improving the entire process. The Classroom 2020 software makes this cycle as fast and efficient as possible.
This presentation's purpose is to get you acquainted with the concept of YouTestMe Starter - new software mainly oriented towards various testing purposes. Feel free to check out our other products - www.youtestme.com. Contact us at info@youtestme.com for more information.
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Presented by Dr. Sherry Jimenez, Assistant Provost for Teaching Excellence and Assessment of Learning at Marian University.
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Predictive analytics has been a hot topic recently as there have been many controversial questions asked if it will negatively impact students with a discouraging prediction.
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Nicole will share about how institutions can forecast student success and struggles in their learning and how you can run a cutting-edge way of leveraging data with timely interventions offers a potentially powerful mechanism of students identification at the point and time of failure, before it is too late, and offering them strategies to overcome failures.
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Engaging learners in computer-based summative exams: Reflections on a partici...RichardM_Walker
This presentation discusses a participant-informed design approach to high stakes computer-based testing for postgraduate students in a research methods module at the University of York. The combined feedback from students has informed the development of an engagement framework to guide instructors in preparing students to perform successfully in computer-based exams, addressing the organisational and cognitive strategies that they need to master.
In the world of today, testing has become a necessary process in numerous aspects – YouTestMe Starter automates and diversifies it, while saving a lot of time. Our main goal is to enable the attainment of practical knowledge to everyone involved in the testing process, both individuals and groups.
ASAC Presentation for 2015 WSHETC (Final)Dave Dean
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Empirical studies of adaptive annotation in the educational context have demonstrated that it can help students to acquire knowledge faster, improve learning outcomes, reduce navigational overhead, and encourage non-sequential navigation. Over the last 8 years we have explored a lesser known effect of adaptive annotation – its ability to significantly increase student engagement in working with non-mandatory educational content. In the presence of adaptive link annotation, students tend to access significantly more learning content; they stay with it longer, return to it more often and explore a wider variety of learning resources. This talk will present an overview of our exploration of the addictive links effect in many course-long studies, which we ran in several domains (C, SQL and Java programming), for several types of learning content (quizzes, problems, interactive examples). The first part of the talk will review our exploration of a more traditional knowledge-based personalization approach and the second part will focus on more recent studies of social navigation and open social student modeling
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Paper at CHI 2019, PDF at tiny.cc/icepdf.
Digital educational resources could enable the use of randomized
experiments to answer pedagogical questions that
instructors care about, taking academic research out of the
laboratory and into the classroom. We take an instructorcentered
approach to designing tools for experimentation that
lower the barriers for instructors to conduct experiments. We
explore this approach through DynamicProblem, a proof-ofconcept
system for experimentation on components of digital
problems, which provides interfaces for authoring of experiments
on explanations, hints, feedback messages, and learning
tips. To rapidly turn data from experiments into practical improvements,
the system uses an interpretable machine learning
algorithm to analyze students’ ratings of which conditions are
helpful, and present conditions to future students in proportion
to the evidence they are higher rated. We evaluated the system
by collaboratively deploying experiments in the courses
of three mathematics instructors. They reported benefits in
reflecting on their pedagogy, and having a new method for
improving online problems for future students.
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1. Key Driver Analysis to see which issues best explain how students their rate digital teaching and learning experience
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Using interactive models to enhance UML educationStephen Frezza
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Engaging learners in computer-based summative exams: Reflections on a partici...RichardM_Walker
This presentation discusses a participant-informed design approach to high stakes computer-based testing for postgraduate students in a research methods module at the University of York. The combined feedback from students has informed the development of an engagement framework to guide instructors in preparing students to perform successfully in computer-based exams, addressing the organisational and cognitive strategies that they need to master.
In the world of today, testing has become a necessary process in numerous aspects – YouTestMe Starter automates and diversifies it, while saving a lot of time. Our main goal is to enable the attainment of practical knowledge to everyone involved in the testing process, both individuals and groups.
ASAC Presentation for 2015 WSHETC (Final)Dave Dean
Overview of Academic Systems Advisory Committee at Eastern Washington University. Presented at 2015 Washington State Higher Education Technology Conference.
Empirical studies of adaptive annotation in the educational context have demonstrated that it can help students to acquire knowledge faster, improve learning outcomes, reduce navigational overhead, and encourage non-sequential navigation. Over the last 8 years we have explored a lesser known effect of adaptive annotation – its ability to significantly increase student engagement in working with non-mandatory educational content. In the presence of adaptive link annotation, students tend to access significantly more learning content; they stay with it longer, return to it more often and explore a wider variety of learning resources. This talk will present an overview of our exploration of the addictive links effect in many course-long studies, which we ran in several domains (C, SQL and Java programming), for several types of learning content (quizzes, problems, interactive examples). The first part of the talk will review our exploration of a more traditional knowledge-based personalization approach and the second part will focus on more recent studies of social navigation and open social student modeling
CHI (Computer Human Interaction) 2019 enhancing online problems through instr...Joseph Jay Williams
Paper at CHI 2019, PDF at tiny.cc/icepdf.
Digital educational resources could enable the use of randomized
experiments to answer pedagogical questions that
instructors care about, taking academic research out of the
laboratory and into the classroom. We take an instructorcentered
approach to designing tools for experimentation that
lower the barriers for instructors to conduct experiments. We
explore this approach through DynamicProblem, a proof-ofconcept
system for experimentation on components of digital
problems, which provides interfaces for authoring of experiments
on explanations, hints, feedback messages, and learning
tips. To rapidly turn data from experiments into practical improvements,
the system uses an interpretable machine learning
algorithm to analyze students’ ratings of which conditions are
helpful, and present conditions to future students in proportion
to the evidence they are higher rated. We evaluated the system
by collaboratively deploying experiments in the courses
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Presented at ALTC 2019. Uses Jisc student insights data, analysis of qualitative feedback from students, and two forms of quantitative analysis:
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2. Multiple correspondence analysis to identify digital persona types.
Classsourcing: Crowd-Based Validation of Question-Answer Learning Objects @ I...Jakub Šimko
A simple approach for assessing answer validity information from a student crowd in an online learning scenario context. Raises the questions about using of the student crowds for enhancing learning content and online student collaboration.
Online Tests: Can we do them better? | Bopelo Boitshwarelo, Jyoti Vemuri, Han...Blackboard APAC
The use of e-assessment methods to facilitate and evaluate learning is a growing trend in the higher education space. In particular, the use of online tests has increased rapidly concomitant with the expansion of digital technologies for teaching purposes. Online tests, in the context of this presentation, refer to computer assisted-assessment where the deployment and marking is automated and typically involves objective types of questions such as multiple choice questions (MCQs), true/false questions, matching questions as well as predetermined short answer questions. The growing sophistication of Learning Management Systems(LMSs) such as Blackboard provide an increasing capacity for different types of online tests to be deployed, administered and marked efficiently. Additionally, most major textbook publishers and authors in certain disciplines provide online question banks that can easily integrate with LMSs meaning less time is spent on creating tests from scratch.
With these trends in mind, questions arise around the efficacy of online tests in higher education.
In this presentation we will share findings of a study investigating practices around online tests. First, we will explore what the literature reveals about the role of online tests in higher education and particularly how online tests are used to lead to student learning through formative assessment processes and feedback practices. Secondly, the presentation will review the practices around online tests at the Charles Darwin University Business School and discuss emerging issues. Thirdly, the presentation will distil some preliminary guiding principles around designing, developing, administering and reviewing online tests for effective learning and assessment. Finally, ongoing and further research by the team on the topic of online tests will be highlighted.
Investigating learning strategies in a dispositional learning analytics conte...Bart Rienties
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Assessment can be difficult, especially when designing new and different types of assignments such as presentations and problem-based projects. This session is designed to help you get a handle on assessment at all levels in order to help you update your courses with more confidence.
In May 2018 I ran an e-Assessment workshop for members of the Griffith University Assessment Committee.
Topics included:
- What do we already understand about digital assessment
- What are our current pain-points
- We will identify where these sit on our assessment lifecycle
- Talk through some of the emerging tools and techniques, such as:
- Contract cheating and some ways to address this
- Digital exams and proctoring some tools now available
- Conditional assessments and Marking tools
- Looking at what’s possible in Office 365 + BB
- Use of voice in assessment
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Recording of the discussion is available: https://eden-online.adobeconnect.com/pynq0w4ku2b1/
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4. Why do we give exams?
To teach?
To pass
verdict?
5. Why do we give exams?
To pass
verdict?
Yes, in a sense.
We are obligated
to evaluate
knowledge.
6. Why do we give exams?
To teach?
Yes!
We are also
obligated to
transfer
knowledge.
7. Me
I love the 21st
century
Senior lecturer inlogistics at ChalmersUniversity of
Technology
Co-produced two
MOOCs in Logistics
Research on thedigitalization of thetransportation industry
Per Olof Arnäs
8. My beliefs
Society does not
want test-takers
Understanding is muchmore important thanknowledge of facts
Written exams is often a badway to ensure knowledge
and understanding
My job is to make mystudents understandthe subject better andfaster than I did as astudent myself Digital development is
key to human evolution
9. Active learning Blended learning
• Students are involved more than listening
• Less emphasis is placed on transmitting information
and more on developing students’ skills
• Students are involved in higher-order thinking
(analysis, synthesis, evaluation)
• Students are engaged in activities (e.g. reading,
discussing, writing)
• Greater emphasis is placed on students’ exploration
of their own attitudes and values
(Bonwell and Eison 1991)
Bonwell, C. C. and J. A. Eison (1991). Active Learning: Creating Excitement in the Classroom. 1991 ASHE-ERIC Higher Education Reports, ERIC.
Garrison, D. R. and H. Kanuka (2004). "Blended learning: Uncovering its transformative potential in higher education." The Internet and Higher Education 7(2): 95-105.
Blended learning uses a combination of
face-to-face learning with asynchronous
content (on the internet) and has a large
transformative potential (Garrison and
Kanuka 2004).
10. Why do we give exams?
To teach?
This means that
the exam should
be part of the
learning process
of the student!
27. Students during exam
+
Faster than analog
No handwriting
Copy/paste
Higher quality of
answers
-
Some prefer analog
Connectivity issues
Compatibility issues
Math
Images
30. Teachers before exam
Create examQuestions
Feedback texts
Solutions
Prepare
students
Hardware?
Software?
Question
types
31. Teachers before exam
+
Re-use questions
Multiple teachers
-
Prepare students
Some question
types still missing
Enter solution when
entering question
35. Teachers after exam
+
Multiple graders
Automatic grading
Fast grading of essays
Rich feedback!
-
Need for mouse
Want to add same
feedback texts to all
students
PDF-comments
Sorry, but this sucks!
43. Question type: “Correct path”
Check all correct alternatives (none, one, or
more).
3 points if all are correct, -1 point per error (min 0 points)
A. Alternative 1
B. Alternative 2
C. Alternative 3
D. Alternative 4
E. Alternative 5
•The student needs to find the “correct path”
and gets penalties for each failure until 0
•Tests many things at once.
•Should be automatically graded (not
possible today).
•Differentiates students
•Hard to guess
44. Question type: “Correct path”
Check all correct alternatives (none, one, or
more).
3 points if all are correct, -1 point per error (min 0 points)
•The student needs to find the “correct path”
and gets penalties for each failure until 0
•Tests many things at once.
•Should be automatically graded (not
possible today).
•Differentiates students
•Hard to guess
TRUE FALSE
Statement A
Statement B
Statement C
Statement D
Statement E
45. Error^2
0
0,1
0,2
0,3
0,4
0,5
0,6
0,7
0,8
0,9
1
Error
0 0,1 0,2 0,3 0,4 0,5 0,6 0,7 0,8 0,9 1
Risky behaviour does not pay
Question type: Mean Squared Error
A statistical risk function where an estimator (=the student) is tested.
For each question, the error
(between 0 and 1) is squared
The mean of all the
errors form the Mean
Squared Error - MSE
48. Mean Squared Error - Goals
Double
loop
Ensure
understanding
Lowworkloadfor me
Scalable
Honesty
Reflection
Think - don’t guess
Quick
feedback
Should be
digital!
49. Grading - some ideas
Word cloud
from essays
“Flagged”
words
Highlight
in answers
Canned
feedback
“Learn” during
grading
Verbal/videocommenting
Secondopinion
Send question
to colleague
50. Grading - some ideas
See statistics
Per
question
Diagrams
See totals for
anonymous
students
51. Insights - digital exams…
+
Save money
Free up time
Are scalable
Can be used to
increase learning
-
Need physical
infrastructure
Need new
competences
Difficult to go back…
52. Why do we give exams?
To teach!
This means that
the exam must be
part of the
learning process
of the student!
53. Some experiences from evaluating and
stress-testing digital examination systems
Per Olof Arnäs
Chalmers University of Technology
per-olof.arnas@chalmers.se
Thank you!