Date post: | 16-Jan-2015 |
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Matching Assessments to Open Educational Resources
Mika Hoffman, Excelsior College
Open Educational Resources
o Lecture noteso Videos of classroom lectures o Lessons designed for OER o Courseso Discussion groups
Types of OER
Khan Academy
Physics lecture
Open University
OpenStudy
o Funding sources• Foundations• Support from universities where OER is produced
o Funding pays for• Compensation for professors/course designers• Costs of producing materials• Software design and maintenance• Monitoring of student communications
o Funding efficiency• OER can reach large numbers of people
woldwide
OER = Free education?
o Learningo Certificates
But…o OER by itself does not typically
award formal educational credit
Why not?
What is OER’s value?
6
Academic credit
o What is credit?• Assurance that someone knows
something• The something must be appropriate for
the particular academic program
o To provide that assurance, both the someone and the something must be verified
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OER and assessment
“What you know is more important than how or where you learned it.”
Credit should be based on knowledge, not attendance
8
Validity
• Interpretation and use of results/credit is supported by (good) arguments
• Part of making the argument is identifying threats to validity and countering the threats
9
Aspects of validity for OER assessments
• Identity verification
• Assessment quality
• Appropriateness of knowledge tested for a particular degree program
• Scalability
10
Identity verification
Ryan Ruppe
Steve Winton
Jeffery Turner
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Threats to validity
o Did the person actually go through the course?
o Did the person do his/her own work?
o Is the person who took the course the same person presenting the credential?
12
Assessment quality
A good assessment• Measures knowledge of the subject• Does not measure irrelevant
characteristics• Gives a person the same score
regardless of which form is taken• Gives people of the same ability
the same score
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Appropriateness of content
o Match of assessment to OER• How close are the assessment
specifications to the learning objectives of the OER material?
o Match of assessment to credit-granting body• How close are the assessment
specifications/learning objectives to what is taught at the institution where credit is sought?
Scalability - Generalizability
o Course final exams and homework
o Third-party assessments designed for a specific course
o Competency assessments
Less generalizable
More generalizable
Scalability – Large groups
o Individual assessments• Portfolios• Research papers• Oral examinations
o Human-scored group assessments• Short answer questions• Essay questions
o Machine-scored assessments• Multiple-choice exams• Machine-scored constructed response exams
Less scalable
More scalable
Efficient assessment
o Machine-scored competency exams can handle large numbers of examinees and be used for multiple OER sources
Assessment and credit
o Even with a valid assessment, the credit decision is up to the institution where the student wants credit.
o Europe has mechanisms in place to help standardize • Bologna Process• European Credit Transfer System • European Higher Education Area
A model for low-cost education
OER University
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