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Assessment 2.0
This document discusses assessment 2.0 and the challenges of e-assessment. It defines e-assessment as any technology-enabled assessment activity where student activities like completing, presenting, and submitting work must be mediated by technology. The document outlines several dimensions of e-assessment including authenticity, consistency, transparency, and practicability. It provides examples for each dimension and discusses how e-assessment can contribute to a new assessment culture with benefits like greater variety, improved engagement, and efficient marking. Overall, the document frames e-assessment in terms of its ability to authentically assess competencies consistently, transparently, and practically.
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Assessment 2.0
- 1. Assessment 2.0 Luís Tinoca Instituteof Education University of Lisbon
- 2. Agenda Web 2.0: New learning landscapes Learning 2.0: New learning cultures Assessment 2.0: the chalenges of e- assessment
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- 5. Bologna Process (European Commission, 2008) challenged higher education to promote learning environments that are centered in the development of competences
- 6. The e-learning explosion Theemergence of new digitally supported learning environments Garrisson & Anderson (2003), McConnell (2006), Pereira et al. (2009) • Collaborative • Student centered
- 7. Language and communication •Four main types of metacompetences (Pereira et al., 2009): » Problem solving » Group work » Metacognitive » Fluency in ICT use
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- 9. Learning Complicated Complex Technological mediation Learning theories 2.0 Student centered Participative Open Transparent
- 10. Learning 2.0 (Redecker, 2009) • Conectivism (Siemens, 2005) • Comunities of Learning (Wenger et al., 2002) • Comunities of Inquiry (Garrison & Anderson, 2003) • Produsage (Bruns & Humphreys, 2007)
- 11. C-Learning: learning withothers from e-learning to c-learning Mota (2009) Comunity Comunication Colaboration Conections Alec Couros (2006) Learning is framed by social processes
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- 13. “Tell me howyou assess I ll tell you how you teach” Abrantes (1990)
- 14. A new assessmentculture Emerging from the growing criticism of traditional testing methods relating to the unrealistic nature of the tests, the loss of faith in them as valid measures of learning, and an over-reliance on tests as the ultimate goal of the instruction process.
- 15. Assessment OF learning assessmentfocused on measurement and scaling
- 16. Assessment FOR learning assessmentmeant for the students, through feedback, to understand their own learning processes and the goals that they intend to achieve
- 17. From psychometrics toedumetrics Edumetrics criteria are recognized as more valid and fair for competence based assessment, given their emphasis in flexibility and authenticity, as well as their integration into the learning process valuing the formative function of assessment
- 18. The challenge ofe-assessment “Confusion of tongues” “e-assessment occurs when there is an automated marking/response to student input on-screen in a test, informing on the process of answering a question and providing feedback to learners and their teachers through well-crafted advice and reports”. (Beevers, 2010) “e-assessment is sometimes used to refer solely to on-screen assessment but, in its broadest sense, can refer to all technology-enabled assessment activities”. (JISC, 2010)
- 19. e-assessment our definition e-assessment refers to all technology-enabled assessment activities where the design and student activities (complete, present, submit) must be mediated by technologies. It is regarded as optional the format in which the instructor presents the assignment, as well as the way feedback is provided @ssess – project financed through FCT (PTDC/CPE-CED/104373/2008)
- 20. Steps of an e-assessment strategy Student • design • classification • presentation • complete • feedback • present • submit Instructor Instructor must be mediated by technologies
- 21. e-assessment benefits (JISC, 2010) • Greater variety and authenticity in assessment designs • Improved learner engagement • Choice in the timing and location of assessments • Capture of wider skills and attributes • Efficient submission, marking, moderation and data storage • Consistent, accurate results • Increased opportunities for learners to act on feedback
- 22. Conceptual framework for e-assessment authenticity consistency e-assessment transparency practicability
- 23. E-assessment authenticity consistency transparency practicability instruction- similarity assessment democratization cost alignment multiple complexity engagement efficiency indicators relevant adequacy visibility sustainability criteria competences- significance assessment impact alignment
- 24. Authenticity • Similarity –competeces needed in real/professioanl life • Complexity – cognitive chalenge • Adequacy – adequate performing conditions • Significance – value for students, instructors and employers
- 25. Consistency This dimension emergesas an answer to the traditional demands for validity and reliability, associated with psychometric indicators. • Instruction-assessment alignment • Relevant criteria • Competences-assessment alignment • Multiple indicators – assessment methods, contexts and assessors
- 26. Transparency • Democratization –availability and participation • Engagement – participation in the definition of the learning goals • Visibility – present/share processes and/or products • Impact – effect on the learning process and on course design
- 27. Practicability • Cost –time, digital resources, training, … • Efficiency • Sustainability – implement and sustain the proposed assessment design, taking into account the learner profiles and the contextual constraints, both for the organizations and for the assessors
- 28. Discussion These dimensions arearticulated, representing several degrees of reciprocal interdependence. The criteria, more than just illustrating the different features of each dimension, allow for the operational description of each criterion stage of implementation, and so contribute to the evaluation of the achieved assessment strategy quality level.
- 29. Discussion What can bethe contributions of e-assessment for the assessment culture? How can e-assessment be used for internal improvement and external accreditation? From a research standpoint should all dimensions be regarded as equally important?
- 30. Thank You! Gracias! Obrigado! I care so I share http://www.slideshare.net/luistinoca [email protected] @luistinoca