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Assessment 2.0Luís TinocaInstitute of EducationUniversity of Lisbon
Agenda
Web 2.0: New learning landscapes
Learning 2.0:
New learning cultures
Assessment 2.0: the chalenges of e-assessment
New learning landscapes
Web 2.0
Bologna Process (European Commission, 2008)
challenged higher education to promote learning environments that are
centered in the development of competences
The e-learning explosion
The emergence of new digitally
supported learning environments Garrisson & Anderson (2003),
McConnell (2006),
Pereira et al. (2009)
• Collaborative
• Student centered
Language and communication
• Four main types of metacompetences
(Pereira et al., 2009):» Problem solving
» Group work
» Metacognitive
» Fluency in ICT use
New learning culture
8
Learning
Complicated Complex
Technological mediation
Learning theories 2.0
Student centered Participative
Open Transparent
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)
C-Learning: learning with others
from e-learning to c-learning Mota (2009)
Comunity
Comunication
Colaboration
Conections
Learning is framed by social processes
Alec Couros (2006)
Assessment 2.0
“Tell me how you assess I´ll tell you how you teach”
Abrantes (1990)
A new assessment culture
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.
Assessment OF learningassessment focused on measurement and scaling
Assessment FOR learning
assessment meant for the students, through feedback, to understand their own learning processes and the goals that they intend to achieve
From psychometrics to edumetricsEdumetrics 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
The challenge of e-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)
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)
Steps of an e-assessment strategy
• design• presentation
Instructor
• complete• present• submit
Student • classification• feedback
Instructor
must be mediated by technologies
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
• Innovative approaches based around the use of creative media and online peer and self-assessment
Conceptual framework for e-assessment
authenticity
transparency
practicability
consistency e-assessment
four dimensions identified as especially relevant
for online contexts
E-assessment
authenticity
similarity
complexity
adequacy
significance
consistency
instruction-assessment alignment
multiple indicators
relevant criteria
competences-assessment alignment
transparency
democratization
engagement
visibility
impact
practicability
cost
efficiency
sustainability
Authenticity
• Similarity – competeces needed in real/professioanl life
• Complexity – cognitive chalenge• Adequacy – adequate performing
conditions• Significance – value for students,
instructors and employers
Consistency
This dimension emerges as 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
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
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
Discussion
These dimensions are articulated, 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.
Discussion
What can be the contributions of e-assessment for the assessment culture?
How can e-assessment be usedfor internal improvement and external accreditation?
From a research standpoint should all dimensions be regarded as equally important?
Thank You!Gracias!
Obrigado!
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