Interactive e-Assessment

Engaging students in learning through online assessment

Geoffrey Crisp

Dean Learning and Teaching, RMIT

ALTC National Teaching Fellow


http://www.transformingassessment.com

Shamim JoarderMathew Hillier


Your future student

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Learning and assessment• Employers, professional bodies and the community are

expecting graduates to be able to perform appropriately in proactive, task-directed ways where they implement their discipline specific knowledge in a context that involves many stakeholders

• Universities are more often concerned with students mastering the conceptual understanding of core discipline principles and applying these to artificially constructed tasks designed for assessments that can be easily delivered and marked

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21st century employability skills

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21st century employability skillsWays of thinking Creativity and innovation; critical thinking, problem

solving; learning to learn, metacognition

Ways of working Communication; collaboration (teamwork)

Tools for working Information literacy; ICT literacy; discipline resources and tools

Living in the world Citizenship – local and global; life and career; personal and social responsibility

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Assessing 21st century skills

• students receive a strong message about the relative importance of knowledge recall versus the broader competencies such as approaches to problem solving, creativity, collaboration and social context through the weighting that teachers apply to the assessment task

• students will use these weightings to decide where to place their efforts in completing the task


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Authentic learning and assessment – inverted curriculum approach

http://www.nasaimages.org/luna/servlet/detail/nasaNAS~9~9~58363~162207:


Rethinking curriculum design

We need to rethink our curriculum design so that it facilitates both the development and assessment of discipline skills and capabilities, as well as the application of these skills and capabilities in an authentic environment in collaboration with other people and resources

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Aligning assessment and learning

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Purpose of assessment

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Interactive learning and assessment using professional tools

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Quizzes: Applets

Jmol: Open-source Java viewer for chemical structures in 3D

Moodle Quiz

Students interact with online tools to obtain data to construct a response


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QuickTime VR


New learning spaces – assessment as learning


Collaborative problem solving

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Scenario based learning - SBLi

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Resources for 21st century teaching

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http://www.bized.co.uk/


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Second Life – Virtual worlds


SLOODLE – Second Life in Moodle

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QUIZ HUD

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Scripted prims in virtual worlds

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Virtual labs

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Remote Labs

Physical hardware can be connected to the internet. Students can use the equipment 14/7 thus increasing use time (although not to replace actual in lab time). Increases return on equipment investments.

http://kdt-20.karlov.mff.cuni.cz/ovladani_2_en.html


Virtual Pharmacy Lab


You need to decide

• whether a norm-referenced or criterion-referenced assessment scheme is more appropriate for the particular learning outcomes

• whether the process of solving a problem and the product of solving a problem are both assessed, and what is the relative weighting for the two components

• whether constructed or selected responses are appropriate


You need to decide • convergent type, in which one correct answer is expected,

and divergent responses, in which the answer depends on opinion or analysis (Torrance et al., 2001)

• convergent assessment has its origins in mastery-learning models and involves assessment of the student by the master-teacher

• divergent assessment is often associated with a constructivist view of learning, where the teacher and student engage collaboratively within Vygotsky’s (1986) zone of proximal development



• for declarative knowledge (knowing what) that forms part of the core traditional skills and understandings in a discipline, student responses can be readily compared to expected responses and judged as correct or incorrect

• the idea that valid and reliable inferences can be made about students’ acquisition of 21st century skills by judging students’ responses as only correct or incorrect is too simple an approach for the assessment of complex capabilities



• for these new skills, our assessment designs need to accept multiple solutions to a problem or issue and provide feedback to students on their chosen strategies that have been used to solve the problem



• designing assessments that are capable of tracking the strategies students employ to complete the assigned task requires a holistic approach to judging the evidence presented by the student

• students can be asked to construct responses using the strategies that they have identified and developed during a course



• these competencies will be a mix of discipline specific knowledge and understandings, as well as an array of broader competencies and strategies that are more aligned with 21st century employability skills


Serious games

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http://www.seriousgamesinstitute.co.uk/

Serious games


Game based assessment

• many of the traditional forms of assessment we currently use in universities interrupt the flow of student engagement by separating the learning and assessment as time and location specific activities

• stealth assessment challenges many of our current concepts about learning and assessment by proposing that teachers design learning and assessment activities that are continuous and not separated by time or space

• evidence of learning and capability development could be collected continuously without interrupting the flow of students’ learning


Game-based learning

• embedding assessment tasks within virtual world activities would provide a convenient way to track student performance and their application of many of the 21st century skills

• Shute has described the principle of stealth assessment which involves the systematic collection of evidence about users’ actions during online games without interrupting the flow of the game (Shute, Ventura, Bauer & Zapata-Rivera, 2009)


http://www.worldwithoutoil.org

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http://www.worldwithoutoil.org/metavideo.htm


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http://fold.it/portal/

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http://fold.it/portal/

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http://blog.urgentevoke.net

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http://www.transformingassessment.com

http://www.transformingassessment.com/

Education

Interactive e-Assessment