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Laurentius de Voltolina

Moving towards Assessment 2.0. Geoffrey Crisp ALTC National Teaching Fellow Director, Centre for Learning and Professional Development University of Adelaide. Laurentius de Voltolina The Yorck Project: 10.000 Meisterwerke der Malerei . DVD-ROM, 2002. ISBN 3936122202.

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Laurentius de Voltolina

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  1. Moving towards Assessment 2.0 Geoffrey Crisp ALTC National Teaching Fellow Director, Centre for Learning and Professional Development University of Adelaide Laurentius de Voltolina The Yorck Project: 10.000 MeisterwerkederMalerei. DVD-ROM, 2002. ISBN 3936122202.

  2. This presentation is available at http://www.transformingassessment.com/moodle under Presentations on Assessment ATN Conference 2009 6/11/2014 2

  3. Outline of presentation brief introduction to learning and assessment reflexive approaches to teaching assessment models and assessment design examples of interactive e-assessment assessment in virtual environments assessment tasks for the future 6/11/2014 3

  4. What is different today? social interaction reading disengaged quality assurance listening University of Bologna, Laurentius de Voltolina 14th century lecture The Yorck Project: 10.000 MeisterwerkederMalerei. DVD-ROM, 2002. ISBN 3936122202 4

  5. Typical learning/assessment today? http://www.flickr.com/photos/cristic/359572656/ 5

  6. Typical learning/assessment today? http://www.nasaimages.org/luna/servlet/detail/nasaNAS~9~9~58363~162207: 6

  7. Reality of learning and assessment for students? http://rlv.zcache.com another_genius_ruined_by_higher_education_tshirt -p235856642384148020t5e4_400.jpg http://www.pharmtox.utoronto.ca/Assets/Photos/pcl473+classroom+editted.JPG

  8. Why do we assess students? • it encourages (current and future) learning • it provides feedback on learning to both the student and the teacher • it documents competency and skill development • it allows students to be graded or ranked • it validates certification and licence procedures for professional practice • it allows benchmarks to be established for standards • hasn’t changed much for decades in some cases 8

  9. Types of assessment responses • convergent type, in which one ‘correct’ response is expected, and divergent type, in which the response depends on opinion or analysis • assessment requiring convergent responses has its origins in mastery-learning models and involves assessment of the learner by the master-teacher • assessment requiring divergent responses is associated with a constructivist view of learning, where the teacher and learner engage collaboratively within Vygotsky’s zone of proximal development 9

  10. Relative worth of convergent and divergent responses?

  11. Outline of presentation brief introduction to learning and assessment reflexive approaches to teaching assessment models and assessment design examples of interactive e-assessment assessment in virtual environments assessment tasks for the future 6/11/2014 11

  12. Reflexive teaching in practice reflective teaching involves post analysis of actions and planned changes for the future reflexive teaching involves live analysis of actions and more timely changes reflexive teaching examines underlying assumptions of self, others and context - epistemic reflexivity reflexive teaching might be viewed as reflective teaching in action – challenging and changing current assumptions and practices 6/11/2014 12

  13. Assessment tasks should be worth doing if students can answer your questions by copying from the web, you are asking the wrong questions if students can answer your questions by using Google, you are asking the wrong questions if students can answer your questions by guessing, you are asking the wrong questions Why the hell am I doing this course? 6/11/2014 13

  14. Do you want the red pill or the blue pill? http://www.votapedia.com 6/11/2014 14

  15. Outline of presentation brief introduction to learning and assessment reflexive approaches to teaching assessment models and assessment design examples of interactive e-assessment assessment in virtual environments assessment tasks for the future 6/11/2014 15

  16. David Boud http://www.assessmentfutures.com 16

  17. Where does learning take place? learning learning learning learning

  18. 18

  19. Integrative assessment – operationalising assessment for current and future learning Authentic tasks Life-long learning Authentic tools Meaningful feedback Self-review and critique Standards Learning-oriented assessment

  20. Integrative assessment? designed to influence students’ approaches to current and future learning by providing assessment tasks that define and track strategies so that students can assess their own approaches to learning and capability development should link different content and capabilities developed throughout the entire program and may be seen in capstone experiences in some programs more useful to incorporate these tasks at each stage of a program so students can monitor development of effective learning and assessment strategies

  21. Integrative assessment? (e-)portfolios facilitate incorporation of integrative assessments throughout a program of learning integrative assessment tasks should incorporate self- and peer-evaluation, not just on declarative (knowledge) components, but more importantly on the functional and procedural knowledge components. students need to be able to assess themselves and be able to articulate the strategies they have used to construct their responses and then assess the appropriateness of those responses

  22. Students’ perception of learning strategies? http://blog.oregonlive.com/pdxgreen/2008/02/chimp.jpg

  23. Outline of presentation • brief introduction to learning and assessment • reflexive approaches to teaching • assessment models and assessment design • examples of interactive e-assessment • assessment in virtual environments • assessment tasks for the future 6/11/2014 23

  24. Effective e-Assessment • can offer new possibilities for immersion and interactivity • has the potential to facilitate enhanced social interactions • can begin to resemble games and role-playing • can facilitate the exposition of advanced skills and capabilities 24

  25. What role for learning (virtual) management systems? http://4.bp.blogspot.com/_hBiBaUg_1rA/SJTQE0ymK7I/AAAAAAAABxI/OIKhMiaaQ2E/s400/confusing_signs2.jpg http://www.teach-ict.com/ecdl/module_1/workbook15/miniweb/images/stressed.jpg

  26. Bobby Elliott and assessment 1.5 to 2.0

  27. Question types - Moodle 6/11/2014 28

  28. 3: Lurkies suffer from trangitis because: A their prads are always underdeveloped B all their brizes are horizontal C their curnpieces are usually imperfect D none of their dringoes can ever adapt This ‘content free test’ was published by Roger Lewis in the ’80s. http://phil-race.co.uk/?page_id=117

  29. Assertion-Reasoning

  30. Open University OpenMark

  31. Interactive e-assessment design Separate the interactive tool/object/artefact from the question and the feedback

  32. QuickTime VR 6/11/2014

  33. Interactive spreadsheets

  34. Interactivity - Chemistry Java applet 35

  35. 6/11/2014 36

  36. QuickTime VR http://panograph.free.fr/BayeuxTapestry.html 6/11/2014 37

  37. Process of problem solving - IMMEX http://www.immex.ucla.edu

  38. Process of problem solving - IMMEX http://www.immex.ucla.edu

  39. Bobby Elliot and assessment 1.5 to 2.0

  40. Characteristics of Web 2.0 • user-generated content • encouragement and facilitation of participation • access and openness • (almost) unlimited data sources • power of the crowd

  41. Bobby Elliot - Assessment 2.0 http://www.scribd.com/doc/461041/Assessment-20 • Authentic • Natural • Personalised • Negotiated • Problem-based • Deep • Collaborative • Peer and self-assessed • Tool supported

  42. Assessment 1.0 v Assessment 2.0 Given Done alone Descriptive Text Closed book Done in class Teacher assessed Negotiated Done collaboratively Researched/Deep Text/audio/video Open web Done anywhere Self- and peer-assessed Assessment 1.0 Assessment 2.0 http://www.scribd.com/doc/461041/Assessment-20

  43. Self and Peer Assessment Tools

  44. http://blogagogy.wordpress.com/what-is-a-blog

  45. Wikis and Blogs

  46. http://creative.canberra.edu.au/groupwork/Intro/Frameset.htmlhttp://creative.canberra.edu.au/groupwork/Intro/Frameset.html

  47. e-Portfolios

  48. e-Portfolios • e-Portfolios can be used for • Development purposes • Presentation purposes • Assessment purposes PebblePad Desire2Learn Open Source Portfolio Mahara

  49. Role Plays http://www.ucalgary.ca/fp/MGST609/simulation.htm http://www.roleplaysim.org/papers/default.asp?Topic=toc9 50

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