Pre-presentation exerciseWhile you are waiting, please use the Post-Its to do

the following exercises:• Write down the names of some tools/applications

you use in assessment, includes Sakai and other systems, institutional & cloud computing software

• Briefly describe one example of how you (or others you work with) use educational technology in assessment

• Put down your role (lecturer, educational designer, manager etc.)

A framework for the use of educational technology and Sakai

tools in assessment

Janet BuchanEducational Technologist

Division of Learning & Teaching Services

Aims• To present a pedagogical framework for the use of online technology

in assessment• To get feedback from audience on what Sakai & Web 2.0 tools they

are using for assessment to build on the framework• To match the technical and pedagogical affordances of individual

assessment tools with the cognitive domains of the subject objectives

• To demonstrate the affordances of the Sakai , & Web 2.0 tools to be used for assessment

• To promote learner oriented assessment & assessment for learning not assessment of learning

Listen and learn – a two way process

Assessment for learning

Assessment of learning

Formative assessment

Summative assessment

Assessment is a continuum

Learner oriented assessment

Captivate quiz

What online tools the audience uses in online assessment

Online tools used in assessment • EASTS / online marking• Turnitin• OASIS• Test Centre• Forums• Wiki• Resources• Modules • Chat• ePortfolio• Captivate/Camtasia

• CD ROMs• eSims• Podcasting/vodcasting

Add more….

Cloud computing

Back to basics Effective use of educational technology in assessment?

• Constructive alignment in learning objectives and assessment

• Constructive alignment in ICT-enabled learning activities

• Keep it simple

Cognitive domains covered in objectives• Knowledge - involving straight recognition or recall

• Comprehension - where relationships between pieces of information are recognised; where the context of knowledge can be described

• Application - where knowledge can be used in a new setting; the emphasis here is on the use of knowledge and not just the recognition of its context

• Analysis - where complex problems can be broken down into components which can be worked on

• Synthesis - involving the creation of a final product (a product design, a research plan etc.)

• Evaluation - where judgments about appropriateness and quality are involved

Bloom’s taxonomy

Knowledge

Knowledge Sample Objective involving straight recognition or recall

define the terms agonist, antagonist, efficacy and potency

Knowledge – ICTs

Comprehension

Comprehension Sample Objectivewhere relationships between pieces of information are recognised; where the context of knowledge can be described

name the major classes of diuretics and explain their mechanism of action

Comprehension - ICTs

Application

Application Sample Objectivewhere knowledge can be used in a new setting; the emphasis here is on the use of knowledge and not just the recognition of its context

be able to apply understandings derived from the preceding task to broader contexts in regard to the enhancement of student learning via school/educational leadership, as well as to the students and their schools' own leadership for learning practices

Application - ICTs

Analysis

Analysis Sample Objectivewhere a complex problems can be broken down into components which can be worked on

Be able to design and undertake field vegetation surveysBe able to manipulate data in spreadsheet programs such as Microsoft Excel

Analysis - ICTs

Synthesis

Synthesis Sample Objectiveinvolving the creation of a final product (a product design, a research plan etc.)

devise usable ideas and experiences that are able to be implemented in early childhood services to provide for the wellness and wellbeing of the people there

Synthesis - ICTs

Evaluation

Evaluation Sample Objectivewhere judgments about appropriateness and quality are involved

Explain how critical issues are currently being addressed coherently through catchment management, capacity building and social justice processes and critically appraise the ability of these approaches to enhance outcomes at the landscape scale.

Evaluation - ICTs

Examples & other applications/tools to develop & assess the different cognitive

domains• Add more

Feedback from the students

• Keep it simple• Give us clear instructions• Outcomes & not the technology should be the

focus• Technology should not be a barrier – give us

adequate preparation & training• Not for me!• We love it!

Risk management • Plan well• Know the affordances of the technology – what it

CAN’T do is as important as what it CAN doFor CSU• Need a comprehensive guidelines and adequate

policy for educational technology in assessment at CSU

Aims• To present a pedagogical framework for the use of online technology

in assessment• To get feedback from audience on what Sakai & Web 2.0 tools they

are using for assessment to build on the framework• To match the technical and pedagogical affordances of individual

assessment tools with the cognitive domains of the subject objectives

• To demonstrate the affordances of the Sakai , & Web 2.0 tools to be used for assessment

• To promote learner oriented assessment & assessment for learning not assessment of learning

Listen and learn – a two way process

Abstract• This paper presents a pedagogical framework for the use of online technology in assessment.

Assessment is widely recognised as needing to be a fundamental part of the learning design and curriculum planning. Through pedagogical principles and good, sound learning design this paper promotes a seamless integration of the use of educational technology in assessment.

• The framework presented matches the technical and pedagogical affordances of individual tools with the cognitive domains of the subject objectives. Grounded in learning design, the framework thus supports learner oriented assessment and promotes assessment for learning rather than assessment of learning.

• There is deliberately no emphasis on distinguishing ‘online assessment’ from ‘assessment’ because the online tools are simply an extension of the medium through which assessment can be conducted. By grounding the affordances of the CSU Interact tools used for assessment in a pedagogical framework, educational designers and teaching staff can design

a holistic learning experience.