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Klaus Dieter Rossade online assessment
The document summarizes the work of the EADTU Special Interest Group on Online Assessment. It discusses several themes related to challenges and emerging ideas around online assessment design, trust and ethics, operational processes and technology support, and the future of assessment. The SIG aims to share expertise on institutional strategies and experiences with online assessment through activities like compiling inventories of practices and projects, publishing reports, and building an online community. It takes a bottom-up approach and seeks to support institutions in navigating quality standards, student needs, and different national contexts regarding online assessment.
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Similar to Klaus Dieter Rossade online assessment
Klaus Dieter Rossade online assessment
- 1. Online Assessment Presenting the workof the EADTU Special Interest Group Klaus-Dieter Rossade Associate Dean Curriculum The Open University United Kingdom This Photo by Unknown Author is licensed under CC BY-SA
- 2. This Photo byUnknown Author is licensed under CC BY-SA Impossible Missions Force (IMF) “Your mission, should you choose to accept it, is …” “This message will self- destruct in 5 seconds” German release: ‘Kobra, übernehmen Sie’
- 4. Our mission, shouldwe choose to accept it, is … This Photo by Unknown Author is licensed under
- 5. Online Assessment SIGMembers • George Ubachs, EADTU, Chair • Klaus-Dieter Rossade, OUUK • Piet Henderikx, EADTU • Carlton Wood, OUUK • Michal Ben Shaul, OU Israel • Rasa Urbas, OU Ljubjana • Marko Papic, OU Ljubjana • Mary Elizabeth Morocho Quezada, CALED • Diogo Casanova, Aberta • Nadja Gmelch, OUC • Ana Guerrero, OUC • Damien Carron, FernUni/UniDistance • Henrietta Carbonel, FernUni/UniDistance • Kirsi Saarinen, TAMK • Quinten Verdonck, Thomas More University College (Flemish gov) • Soetkin Lootens, Artevelde University College (Flemish gov) • Efthimios Zervas, HOU • Dimitris Kalles, HOU • Miguel Santamaria, UNED • Christina Sánchez Romero, UNED • GeorgeÁngeles Sánchez-Elvira Paniagua • Jan Beseda, Czech Republic • Pessi Lyyra, JYU • Andreas Kempka, FernUniversität Hagen • Stefan Stürmer, FernUniversität Hagen • Jose Janssen, OUNL 13+ nations Belgium Czech Republic Finland Germany Greece Israel Latin America and Caribbean region Netherlands Portugal Slovenia Spain Switzerland United Kingdom (2 experts per institution)
- 6. Our Mission Share expertiseon institutional strategies and experiences on online assessment. • Inventory of assessment practices and problems faced due to Covid-19 • New developments in online assessment incl. results and recommendations of TESLA project • Research and innovation within and outside the EADTU on online assessment • Institutional strategies for online assessment including examples from practice • Supportive or non-supportive national policies and frameworks
- 7. Expected outputs Report about challengeand context of institutions related to online assessment Inventory of examples of good practice Inventory of existing institutional strategies Inventory of related projects and results Website Permanent SIG on online assessment within EADTU Community Building Publications (joint)
- 8. Ways of working •Sharing experiences in Teams online meetings • Collating challenges and ideas on interactive whiteboards (padlet) • Bottom-up approach to scope the field • Outcome open
- 9. Themes Assessment design Trust andethics Working protocols, checklists, frameworks, vademecum Operational Process Assessment future
- 10. Theme Assessment design challenges Pandemic required changesto Assessment design and delivery at speed and at scale First wave of the 2020 Corona-19 pandemic led to lockdowns right at the time of final summative module exams or assignments Meet needs of students while maintaining quality standards (verification, proctoring)
- 11. Theme Assessment Design emerging ideas number and timingof assessment points stakes – formative vs. summative, weighting of assignments flexibility – allow assessment modes appropriate to discipline and pedagogy and ensure operational stability and safety evidence-based assessment design and transition to digital assessment take academic staff along the journey navigate quality standards, student needs and institutional contexts
- 12. Theme Trust & Ethics challenges Trustis a multi-layered concept, including trust in • technology (e.g., functions reliably and as expected; usability) • the deployment of technology (e.g. transparency, teacher competence) • the organisation deploying e-assessment (e.g. based on reputation) • personal data processing (e.g. as agreed and intended). • reliability/fairness of the assessment process (identity and authorship verification) The challenge lies in building trust for example by providing trustworthy solutions, on all these levels.
- 13. Theme Trust & Ethics emerging ideas •Technology: protocols for cyber security; share practices between institutions • Deployment: guidelines that can be ‘translated’ to specific course assessment design; careful guidance for students at all stages to reduce stress and support success • Personal data: comply with GDPR at all levels (software, data sharing agreements); consider choice for students • Reliability: make identification part of the proctoring process; develop clear protocols explaining when and how technology might indicate suspicion of fraud and how this will be followed up with the students
- 14. Theme Operational process, technology, support challenges • Pandemic requiressolutions at scale and speed – how do we operationalise this work? • How to balance top-down processes (e.g. executive level decisions) with bottom-up requirements (pedagogy, consistency, staff readiness)? • How do we ensure cybersecurity? • How do we choose the right technology? • How can we contribute to national and European solutions
- 15. Theme Operational Process, technology, support emerging ideas • Organise integratedtask force for communication and alignment of stakeholders • Evaluate pedagogical challenges with online exams and develop guidelines for future • Support teachers, course teams though guidance, resourcing, presence of support services, support networks • Ensure cybersecurity within institutional IT framework, preliminary condition for trustworthy examinations • Set pedagogy and good assessment design before technology solutions
- 16. Theme protocols, checklists,frameworks, vademecum challenges • Organising online assessment so students don’t need to attend physical exams • Negotiate questions of trust, GDPR, ethics assessment design, operational processes, technology and support • Guidance to ensure consistent and quality assured approaches across the institution, adherence to legal and privacy regulations Noun: vade mecum /ˌvɑːdi ˈmeɪkəm a handbook or guide that is kept constantly at hand for consultation (Oxford Languages)
- 17. Theme protocols, checklists,frameworks, vademecum emerging ideas • Central role for teaching and learning services – negotiated through stakeholder dialogues • Dedicated wide policy change group; task force for examination change work • Support programmes in place (eg. instructional videos and web) • Connect with national policies and frameworks – bottom up processes should optimise national regulations • Professionalised comms to communicate changes in a stakeholder targeted way ‘Academics should know what is possible and what isn't, making things less confusing for everyone’
- 18. Theme Assessment Futures challenges • Define prioritiesfor the future of assessment within institutional and national context • Role of existing and emerging technologies (TESLA, End-to-end solution providers) • Operational challenge to run traditional examinations alongside new digital formats • Flexibilty and choice that meets operational requirements and assessment quality standards • Alternatives to online exams may be legally enforceable (right of access)
- 19. Theme Assessment Futures emerging ideas • Onlineassessment is here to stay – What frameworks, policies and processes will institutions need? • Blended learning is new normal – What are the implications within institutional and national contexts? • Explore high level knowledge application over knowledge recall • Explore benefits of assessment analytics to support assessment quality and standards • Explore technologies to innovate assessment (AI/VR) Consider student experience at all stages of assessment design and delivery (meaningful assessment, purpose of testing, mental health)
- 20. Five Principles forFuture Assessment Authentic – from acquiring knowledge to acquiring transferable skills assessed in a more realistic way Accessible – design assessment with accessibility-first principle, delivered in multiple ways depending on needs of learner Appropriately automated – mix of automated and human marking and feedback that benefits learners Continuous – Data and analytics to assess effectiveness and impact of continuous assessment Secure – authoring detection and biometic authentification for identity and remote proctoring JISC, Feb 2020, The Future of Assessment, https://repository.jisc.ac.uk/7733/1/the-future-of-assessment-report.pdf, p23.
- 21. Beyond Enhancement: Assessment in 2030 Relevant, Adaptable,Trustworthy 1. Meeting needs of students and employers 2. Student centered and personalized 3. Anytime and anywhere 4. Efficient and manageable 5. Academic integrity 6. Data use and ownership 7. Fairness • JISC, 2020, Assessment rebooted, https://repository.jisc.ac.uk/7854/1/assessment-rebooted-report.pdf, pp 21-25
- 22. Johanna (2021-) UK GCSEexams 2037 UK A-Level exams 2039 University exams 2040+
- 23.
- 24. This message willself- destruct in … 5 4 3 2 1
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Editor's Notes
- #4 .
- #23 Before I close, let me share with you some exiting news. In June 2021, we had another addition to our wider family. Meet Johanna, two weeks old in this picture. She is held by her grandfather Alan, my brother in law Her hand holds the finger of her great-grandmother Rennie, Rennie is 98 years old. Born in 1923, Rennie never went to university But she sat exams at school, round about the mid to late 40s. I asked her: “Did you sit exams at school Yes, I did. Maths? I asked her Not so much English? Oh yes What, in the class room, sitting at your desk, writing by hand? Oh yes. “ It occurred to me then that Rennie’s experience of exams is not a whole lot different from the exams our kids take at school or when they go to university. Not very different for her grandfather Alan who just did some exams for a PG certificate in Global Health, who 40 years ago trained as a Doctor. 1940s ,,, 1970 … 2020s … all these assessment milestones from the people around me and so little change? That does not seem right.
- #24 There is a mission here for us: We are the experts and can deliver the mission even if it seems impossible sometimes Our impossible mission is: Let’s make sure that when Johanna sits her exams at school and then at university, That the assessment will be different, not the same, or almost the same, as what her great grandmother had to do almost 100 years earlier. Whatever it takes, let’s not just keep doing what we have done for decades But find ways to assess students that are appropriate for the time, almost the middle of the 21 century Let’s not dismiss the disruption from Covid 19 and go back to where we were before That is our mission, should we choose to accept it.
- #25 This message will self-destruct in Help me count….