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Irish Presidency Conference Better Assessment and Evaluation to Improve Teaching and Learning 19-20 March 2013. The Use of ICT for the Assessment of Key Competences. Christine Redecker Yves Punie. IPTS- Who we are.

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the use of ict for the assessment of key competences

Irish Presidency Conference

Better Assessment and Evaluation to Improve Teaching and Learning

19-20 March 2013

The Use of ICT for the Assessment of Key Competences

Christine Redecker

Yves Punie

slide2

IPTS- Who we are

IPTS: Part of Joint Research Centre of the EC: 7 Research Institutes across Europe

Mission: “to provide customer-driven support to the EU policy-making process by developing science-based responses to policy challenges that have both a socio-economicas well as a scientific/technologicaldimension”

slide3

IPTS Studies on ICT for Learning

Future Learning Spaces in 2020

eLearning in the EU10 MS

Review ICT Impact

- Digital Competence

- Active Ageing & Learning

Learning 2.0 in formal E&T

Learning 2.0 in informal settings

Creativity & Innovation in schools in EU

The Future of Learning

Tell-Net Teacher Networking

2006 2007 2008 2009 2010 2011 2012 2013

ICT for the Assessment of Key Competences

Digital Competence

DC Follow up

Mainstreaming Creative Classrooms

1to1 Learning initiatives in Europe

Mapping Technologies for Learning

Open Education in Europe

slide4

Generation Re-invention

Transformative strategy: use technology to change test formats

Where we stand

Efficient testing

Personalised learning

1990 1995 2000 2005 2010 2015 2020 2025

Generation 1

Generation 2

Generation 3

Generation 4

Adaptive Testing

Automated administration and/or scoring of conventional tests

Data Mining & Analysis

Continuous integrated assessment

Personalised feedback and tutoring

Behavioural tracking

Learning Analytics

Multiple Choice

Short Answer

Automated Feedback

Bunderson, Inouye & Olsen (1989). The four generations of computerized educational measurement. In R. L. Linn (Ed.), Educational measurement (Third ed., pp. 367-407). New York: Macmillan

Bennett, R. E. (2010). Technology for Large-Scale Assessment. In P. Peterson, E. Baker & B. McGaw (Eds.), International Encyclopedia of Education (3rd ed., Vol. 8, pp. 48-55). ford: Elsevier.

Replication of complex real life situations within a test

Intelligent Tutors

Games

Virtual Worlds

Online collaboration

Virtual laboratories

Peer assessment

Simulations

Learning 2.0

Collaborative multimedia learning environments

Computer-Based Assessment (CBA)

Technology-enhanced learning

current use of ict in assessment in schools
Current use of ICT in assessment in schools

There is scope for improvement

Central recommendations on the use of ICT in pupil assessment in compulsory education in primary and general secondary education (ISCED 1, 2, 3), 2009/10

Source: Eurydice (2011). Key Data on Learning and Innovation through ICT at School in Europe 2011, Education, Audiovisual and Culture Executive Agency.

1 st generation cba problem solving

Examples

1st Generation CBA: Problem-Solving

http://www.worldclassarena.org/v5/flash/09_year_old/backtofront.swf

World Class Arena Sample Test: Problem Solving (9 years)

slide7

Examples

Generation Re-Invention: Problem-Solving

http://www.worldclassarena.org/v5/flash/13_year_old/pyramids.swf

Problem Solving 13 years

1 st generation cba situational judgement

Examples

1st Generation CBA: Situational Judgement

EPSO sample situational judgement test questions; http://europa.eu/epso/discover/prepa_test/sample_test/index_en.htm

generation re invention e tray exercise

Examples

Generation Re-Invention: e-tray exercise

EPSO sample assessment centre e-tray exercise

http://europa.eu/epso/discover/prepa_test/sample_test/index_en.htm

slide10

Generation Re-invention

Transformative strategy: use technology to change test formats

Future eAssessment Strategies

Efficient testing

Personalised learning

1990 1995 2000 2005 2010 2015 2020 2025

Generation 1

Generation 2

Generation 3

Data Mining & Analysis

Adaptive Testing

Automated administration and/or scoring of conventional tests

Continuous integrated assessment

Behavioural tracking

Learning Analytics

Multiple Choice

Generation 4

Personalised feedback and tutoring

Short Answer

Automated Feedback

Bunderson, Inouye & Olsen (1989). The four generations of computerized educational measurement. In R. L. Linn (Ed.), Educational measurement (Third ed., pp. 367-407). New York: Macmillan

Bennett, R. E. (2010). Technology for Large-Scale Assessment. In P. Peterson, E. Baker & B. McGaw (Eds.), International Encyclopedia of Education (3rd ed., Vol. 8, pp. 48-55). ford: Elsevier.

Intelligent Tutors

Games

Virtual Worlds

Replication of complex real life situations within a test

Online collaboration

Virtual laboratories

Peer assessment

Simulations

Learning 2.0

Collaborative multimedia learning environments

Computer-Based Assessment (CBA)

Technology-enhanced learning

towards generation 3 datamining

Examples

Towards Generation 3: Datamining

Signals

http://www.itap.purdue.edu/tlt/signals/signals_final/index.htm

Similar: GPS at Northern Arizona University

http://resourceconnect.nau.edu/grade-performance-status.asp

towards generation 3 behaviour tracking

Examples

Towards Generation 3: Behaviour Tracking

Example: SNAPP

SNAPP is a software tool that allows users to visualize the network of interactions resulting from discussion forum posts and replies. Teachers can rapidly identify patterns of user behaviour. SNAPP can extract all user interactions from various commercial and open source learning management systems, such as BlackBoard and Moodle.

towards gen 4 intelligent tutoring systems

Examples

Towards Gen 4: Intelligent Tutoring Systems

GnuTutor (http://gnututor.com/)

OpenSource version of AutoTutor

https://www.youtube.com/watch?v=k6HDEEnYuIA&feature=player_embedded

AutoTutor

https://www.youtube.com/watch?v=aPcoZPjL2G8

slide14

Technological trends

Efficient testing

Personalised learning

1990 1995 2000 2005 2010 2015 2020 2025

Generation 1

Generation 2

Generation 3

Adaptive Testing

Automated administration and/or scoring of conventional tests

Continuous integrated assessment

  • Multimedia collaborative learning environments support key competence development.
  • Peer and portfolio assessment evolve naturally.
  • Data mining and analysis will make integrated assessment and tutoring possible in the future.
  • mainstream use for high stakes testing
  • further development of innovative test formats
  • increased ease of use at school level
  • trend towards automated scoring
  • → cultural change:
  • increased acceptance of CBA

Generation 4

Personalised feedback and tutoring

Bunderson, Inouye & Olsen (1989). The four generations of computerized educational measurement. In R. L. Linn (Ed.), Educational measurement (Third ed., pp. 367-407). New York: Macmillan

Bennett, R. E. (2010). Technology for Large-Scale Assessment. In P. Peterson, E. Baker & B. McGaw (Eds.), International Encyclopedia of Education (3rd ed., Vol. 8, pp. 48-55). ford: Elsevier.

We are in a transitional period: Moving from the “Testing Paradigm” to the (future) “Tutoring Paradigm” in which explicit testing could become obsolete

Generation Re-invention

Learning 2.0

Collaborative multimedia learning environments

Replication of complex real life situations within a test

Computer-Based Assessment (CBA)

Technology-enhanced learning

key questions

Assessing

Key Competences

Key Questions
  • Which ICT tools, formats, environments, devices etc. are most suitable for the assessment of which Key Competences?
  • How can ICT be used to support competence-based assessment strategies that adequately capture the skills and attitudes dimensions of all eight Key Competences and their transversal nature?
slide16

Focus Areas

Intelligent Tutors etc.

Peer Assessment

Self Assessment

Virtual worlds games

Simulations

ePortfolios

Quizzes / simple games

CBA

slide17
PART 1

INSPIRATION

mother tongue literacy
Mother Tongue Literacy

Matching spoken and written language

http://www.familylearning.org.uk/sight_word_games.html

foreign language learning
Foreign language learning

http://www.nickjr.de/games/107-swipers-buchstabier-buch

mathematical games
Mathematical games

Mathematical games using simulation for secondary school education

Source: http://hotmath.com/games.html.

slide21

Peer Assessment for Collaborative Work

Example: SparkPlus

http://spark.uts.edu.au/

slide22
http://www.youtube.com/watch?v=Tp8v2UBbmN4

Peer Assessment

using moodle

www.moodle.org

Moodle is a free web application that educators can use to create effective online learning sites.

Moodle Statistics

Registered sites: 77,213

Countries: 229

Courses: 7,116,466

Users: 66,349,750

Teachers: 1,292,731

Enrolments: 56,306,274

Forum posts: 118,413,272

Resources: 63,891,942

Quiz questions: 147,057,434

eportfolios
ePortfolios

ePortfolios

http://sites.google.com/site/eportfolioapps/overview/model-k-12

eportfolios1
ePortfolios

Level 1 - ePortfolio as Storage

Collection:

Creating the Digital Archive (regularly – weekly/monthly)A Focus on Contents & Digital Conversion

Level 2 - ePortfolio as Workspace

Collection + Reflection:

Immediate Reflection on Learning & Artifacts in Collection (regularly) A Focus on Process& Documentation of Learning

http://sites.google.com/site/eportfolioapps/overview/levels

Level 3 - ePortfolio as Showcase

Selection/Reflection/Direction (each semester? End of year?)A Focus on Product & Documentation of Achievement

→ A (formative/summative) assessment approach on the basis of artefacts

→ Focus on production and reflection

a game approach to arts
A game approach to arts

ePortfolios meetVirtual reality

Pheon is a multimedia scavenger hunt that tests players’ ingenuity through exploring the collection of the Smithsonian American Art Museum, making objects, and texting through the galleries

http://pheon.org; http://pheon.org/intro.html; http://americanart.si.edu/multimedia/games/pheon.cfm.

science molecular workbench
Science: Molecular Workbench

http://mw2.concord.org/public/part2/diffat/page3.cml

slide27

Simulations for mathematics

Sample task from US future New State Tests(2014/15)

http://www.k12center.org/rsc/pdf/a-sea-change-in-assessment-letter-size.pdf

cognitive tutor carnegie
Cognitive Tutor (Carnegie)

http://www.youtube.com/watch?v=RR4HPrGlUz8&feature=related

science quest atlantis
Science: Quest Atlantis

Example:

Quest Alantis

Quest Atlantis (QA) is an international learning and teaching project that uses a 3D multi-user environment to immerse children, ages 9-16, in educational tasks. QA combines strategies used in the commercial gaming environment with lessons from educational research on learning and motivation.

citizenship
Citizenship

Global Conflicts

http://www.globalconflicts.eu/

Example: Child labour in Bangladesh:

http://www.youtube.com/watch?v=mf9Ju86IVYw

Educational game, designed to help teach concepts in citizenship, geography, and media.

Developed by Serious Games International, it has detailed lesson plans and assignments for students.

examples
Examples

PART 2

CRITICAL INSPECTION

digital competence

CBA forDigital Competence

Digital Competence

→ Focus on knowledge

Internet and Communication Core Certification (IC3) exam sample question

http://www.certiport.com/Portal/common/htmllibrary/Sales-Video-Demos/demo_ic3.html

digital competence ic3

CBA forDigital Competence

Digital Competence: IC3

→ Focus on operational skills

Internet and Communication Core Certification (IC3) exam sample question

http://www.certiport.com/Portal/common/htmllibrary/Sales-Video-Demos/demo_ic3.html

entrepreneurship questionnaire

Entrepreneurship Questionnaire

Entrepreneurship Questionnaire

?

→ Focus on personality/disposition as a static fact

https://www.careeringahead.com.au/survey/Entrepreneurship/Generic/questions.asp

conclusions
Conclusions

ICT offers powerful, engaging assessment formats, in particular:

Self / Peer Assessment

Educational software

Quizzes /

simple games

ePortfolios

CBA

Simulations

Virtual worlds/ games

Basic literacy

(foreign/mother tongue)

Creative writing

(foreign/mother tongue)

Learning

to Learn

Scientific competence

Mathematical competence

Digital competence

Social and civic competences

Basic mathematical competence

Cultural awareness and expression

Caveat:

CBA lends itself to simplified, knowledge-based assessment

→ Pedagogy comes first! Careful selection of question formats

ICT Assessment approaches are underdeveloped for:

Learning to Learn

Sense of initiative and entrepreneurship

Social and civic competences

slide36

The Paradigm Shift

Era of Computer-Based Assessment (CBA)

Era of Technology-enhanced learning

Focus on: Efficient testing

Focus on: Personalised learning

1990 1995 2000 2005 2010 2015 2020 2025

Technology

CBA

(Gen.1)

Adaptive

Tests

(Gen.2)

Automatic

Scoring

Gen. Re-

Invention

Learning

2.0

Immersive

Learning

Learning

Analytics

Intelligent

Tutors

Pedagogy

Efficient

Testing

Validity of

Scores

Quick

Feedback

Authentic

Contexts

?

?

?

?

→ Primacy of Pedagogy:

Pedagogical guidelines for intergrated assessment

slide37
Thank you very much for your attention!

Christine Redecker

Yves Punie

Christine.Redecker@ec.europa.eu

Yves.Punie@ec.europa.eu

http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=5719

slide38

further information ……http://is.jrc.ec.europa.eu

Newsletters: http://is.jrc.es/pages/newsletter.html

Publications: http://is.jrc.ec.europa.eu/pages/Publications.html

Contact: jrc-ipts-is-NEWS@ec.europa.eu