#jiscassess
www.jisc.ac.uk/assessmentandfeedback
CAA – Closing AddressPaul Bailey, JISC
11th July 2012
The Abstracts
The titles
Links
JISC - www.jisc.ac.uk/assessmentandfeedback
Making Assessment Count, University of Westminster http://jiscdesignstudio.pbworks.com/w/page/23495173/Making%20Assessment%20Count%20Project
PEER Project http://www.reap.ac.uk/peer.aspx
Patch work assessment http://www.jisc.ac.uk/whatwedo/programmes/elearning/ltig/depta.aspx
Uniqurate – http://uniqurate.kingston.ac.uk
QTI Support Project - http://qti-support.gla.ac.uk
IMS Learning Tools Interoperability - http://publications.cetis.ac.uk/2012/473
Mapping to Themes
1 Evaluation
1.3 Comparisons between CAA Systems (Ease of use, cost, etc)
3.1 Extending free-text assessment
3.3 Use of IT to underpin/drive innovation in the assessment process
3.6 International Developments
3.8 Collaborative assessment, E-moderation, Peer assisted learning, hidden assessment
3.11 E-assessment Architectures & Frameworks
3.13 Service Oriented Approaches
4.1 Study skills, key skills, IT Skills
4.4 Pedagogical issues in question design and content
4.8 Adaptive testing
5.3 Departmental/faculty/institution wide initiatives
5.13 Production Systems & Issues
0 1 2 3 4 5 6 7 8 9
Simpler mapping to Themes
1 Evalua-tion ; 13
2 Report-ing ; 1
3 Innovation in CAA ; 34
4 Assess-ing skills and
enhancing student learn-
ing ; 13
5 Strategic Developments ;
9
What’s Hot - Future/Emerging Areas
Denise Whitelock
Free text entry
Adaptive testing/marking
Automated marking
Advice for Action
Learning analytics/Data mining
Motivation Badges
My short list
Short answer/essay
Self and peer assessment
Learning analytics,
Gaming and simulations
e-portfolios for assessment
Student Engagement
Economic/impact measures
Learning Analytics – supporting staff and students
Pros - Assessment management systems that allow management and processing of results, learning analytics, formative and collaboration on feedback processes
OpenMentor – feedback to tutors
“assessing students” by gathering learning/open badges evidence..Denise Whitelock
Cons – how data is used, measuring staff performance beware ethical issues
Measuring Economic Benefits and Impact
ITEAM Project – University of Herts
http://jiscdesignstudio.pbworks.com/w/page/55268839/e-Learning%20Webinars
Hosted Services – Costs and Benefits
Benefits of hosted services such as Moodle or Question Mark on Demand
– Reliability, scalability, etc.
Emerging LTI Supported tools
– VLEs and QMP
– WebPA
– MAC Tool
– QTI Tools (in development....)
Ease of access and plug-in to inst learning environment
http://www.jisc.ac.uk/whatwedo/topics/networkinfrastructure/cloudcomputing.aspx
Student Digital Experience and Engagement
www.jisc.ac.uk/assessmentandfeedback
#JISCASSESS
JISC Assessment and Feedback Activities?
Programme overview
Strand A
8 Projects
3 years 2011-2014
Strand B
8 projects
6 months to 2 years
2011-2013
Support and Synthesis Project
Strand C
4 projects
9 months to 2 years2011-2013
Strand A goals and objectives
Improved student
learning and progression
Increased efficiency
Enhanced learning and
teaching practice
Integrated strategies, policies & processes
Overarching goals from Strand A projects synthesised from their bid documents.
Technologies
Themes and challenges
www.jisc.ac.uk/assessmentandfeedback
#JISCASSESS
What are we learning about technology-enhanced
assessment and feedback practices?
Why baseline?
Programme Level
View of landscape & direction of travel
Validate aims & rationale
Shared understanding
Identify synergies with other work
Deliver effective support
Why baseline?
Project Level
View of landscape & direction of travel
Validate scope
Confirm/Identify challenges
Identify stakeholders
Manage & communicate scope
Challenge myths
Identify readiness for change
Show evidence of improvement
Important stage of engagement/ownership
Sources of baseline evidence
structured and semi-structured interviews (some video)
workshops and focus groups
process maps
rich pictures
institutional (and devolved) strategy & policy documents
institutional QA documentation
reports by QAA, OFSTED & external examiners
course evaluations
student surveys
quantitative analysis of key data sets
data from research projects
questionnaires
Differences in emphasis
Differences in emphasis
Are our projects typical of the landscape?
Issues: strategy / policy / principles
Formal strategy/policy documents lag behind current thinking
Educational principles are rarely enshrined in strategy/policy
Devolved responsibility makes it difficult to achieve parity of learner experience
Issues: stakeholder engagement
Learners are not often actively engaged in developing practice
Assessment and feedback practice does not reflect the reality of working life
Administrative staff are often left out of the dialogue
Finding: assessment and feedback practice
Traditional forms such as essays/exams still predominate
Timeliness of feedback is an issue
Curriculum design issues inhibit longitudinal development
www.jisc.ac.uk/assessmentandfeedback
#JISCASSESS
Key resources
http://www.jisc.ac.uk/assessment
Transforming Assessment & Feedback
Peer assessment
& review
Assessment management
Feedback & feed forward
Asset
Asset
Asset
Assessment & Feedback hub pages
Authentic assessment
Longitudinal & ipsative
assessment
Effectiveness & efficiency in assessment
Assessment for learning
Work-based learning &
assessment
Employability & assessment
http://tinyurl.com/jiscafds
Innovating e-Learning 2012
The 7th JISC international online conference takes place on 13th – 23rd November 2012Registration details announced shortly!#jiscel12www.jisc.ac.uk/elpconference12Digital literacies will be a key theme of the conference and opportunities to share your work in the conference activity week
'I just want to say #jiscel11 was awesome...'
© HEFCE 2012
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