EduTechAsia 2016 Continuous assessment vs final examination assessing the impact of new testing strategies. Portfolios, assessment and Mahara - Technology Enhanced Learning. We have recently introduced the Mahara e-portfolio system at the University of Sussex, as part of our integrated e-submission and e-feedback solution (ESEF), electronically managing assessment from assignment brief to moderated marks.
The primary aim of adding Mahara to our suite of applications was to broaden the range of assignment types available for electronic submission, both allowing our students to submit a more diverse range of media types and also capturing the more complex relationships between assignment elements that characterise portfolio submissions. ePortfolios have a wide range of differing conceptions and purposes, leading to a certain level of ambiguity in definitions and terminology (see Hughes, 2008, Grant, 2005). Our initial implementation, paying particular attention to the role of the portfolio in presenting selected content for assessment, therefore represents only a section of the possibilities for learning and personal development, but more on that later.
Evaluating and designing learning spaces. The issue Access to online information, shared spaces and cloud based documents have made it easier for learners to participate in collaborative learning.
Lecture theatre styled spaces limit this type of learning and create challenges for organisations wanting to facilitate a richer learning experience. Assessing your existing spaces can inform the creation of new areas to support engaging and productive learning. Involving tutors, assessors and learners in the evaluation and design process ensures that your spaces meet the necessary requirements. Pearson’s Grand Vision: Standardised Everything! Pearson PLC is a British multinational publishing and education company headquartered in London.
It’s the largest education company and the largest book publisher in the world. It generates total revenues of $10 billion. It’s a key player in the ELT world and in the last couple of months, Pearson has stepped up its promotional campaign for its Global Scale of English (GSE). Here’s what they say in their Single Global Framework report. Re-mediating assessment: Traditional Approaches to Validity in Classroom Assessment and Innovative Credentialing (Part 1) By Daniel Hickey In my work with the Participatory Assessment Lab at Indiana University and in my graduate education courses, I spend a lot of time helping people understand validity in the context of educational assessment.
In this post, I describe validity as it has traditionally been presented to educators. I summarize what one leading textbook has long said educators should know about validity when assessing learning in their own classes, and I extend that to credentialing innovators who are developing digital badge systems, micro-credentials, and competency-based educational programs. Examining technology enhanced assessment in HE – Post Compulsory Education in a Digital Age. Gemma McGregor My research has led me to the core principles of assessment in general and, while I am focussing on formative assessment, it must be noted that summative assessment is equally important and valid.
Assessment of learning, which draws from a behaviourist and cognitivist view point, is imperative within a higher education setting. Due to the fact that academic qualifications carry with them both accountability and certification it is clear that one strategy cannot be substituted for the other and both must work alongside one another to provide a true picture of learning that has taken place. “Summative assessments are essential in certifying learner’s achievements and establishing what is typical and reasonable.”
Oosterhof et al (2008:82) Here's how the method of testing can change student scores. Steve Graham, Arizona State University Students who recently took the Partnership for Assessment of Readiness for College and Careers (PARCC) scored lower when they took the test on a computer than when they used paper and pencil.
This might not matter much if the results of these tests played a minimal role. But they do not. Technology-enhanced assessment and feedback in further education and skills – how is the sector doing? In this post, we explore where you are on the road to technology-enhanced assessment, the barriers you've faced, and our planned activity to help you overcome them.
What does technology-enhanced assessment mean to you? Is it something you’ve approached with vigour and have deeply embedded in organisational practice? Are you making some headway, either at a course or departmental level, or a particular area such as e-testing? Or is it looked on as a burden – in England, perhaps as just another requirement of the FELTAG agenda?
Higher Education Academy EvidenceNet / Technology, Feedback, Action!: Impact of Learning Technology on Students' Engagement with Feedback. Best practice recommendations for the use of technology to help students engage with their feedback have been identified from the research.
The recommendations should be considerd within the context of an institution where e-learning is characterised as a mainstream feature of the student experience. Download TFA! Research Report (PDF) Sheffield Hallam University is keen to explore the potential of technology-enabled feedback to improve student learning. The aim of this research project is to evaluate how a range of technical interventions might encourage students to engage with feedback and formulate actions to improve future learning. Centre for Recording Achievement. 10 key messages - Focus On Using Technology to Support Assessment and Feedback. Feedback and Assessment Benchmarking Tool. Assessment%20design.pdf. Assessing Student Learning - five practical guides. Probably not, for the 'best' model depends much on the context.
One view is that imposing one or other model may impede learning and prevent effective cooperation. On the other hand, some students may prefer to be guided by a clear model. There are many approaches that are possible. Some groups, for example, might prefer to meet within a formal structure with agendas, resolutions and minutes; others may prefer a series of informal discussion groups. Languages Initiative sur Twitter : "Looking at item construction, pre-testing recommended, not yet done here @JCforTeachers @PDST_Ireland #RELANGie. #rhizo15 What should we count? Home. Fair measures. Competency-Based Education 2.0. Excellent Qualitative Formative Assessment Toolkit for Teachers. February 10, 2015 I just came across this timely poster shared on a Google Plus post by Mickey McFetridge.
This visual, titled Qualitative Formative Assessment Toolkit, features four practical ways to document learning using mobile technology. Two days ago I shared here a list of some of the best iPad apps to help students document and show their learning and this poster clicks in perfectly with that post. What I liked the most about this poster is the last line in it which reads “the process is the product”. This statement sums up the essence of using technology in learning.
The emphasis should be placed on the process, the procedures and the ways students use technology in their learning. 5 Tips for Providing Student Feedback. 5 Tips for Providing Student Feedback Posted on Wed, Jan 28, 2015 When people are trying to learn new skills, they must get some information that tells them whether or not they are doing the right thing.
Learning in the classroom is no exception. Re-assessing innovative assessment. This blog post, which reflects on the key issues raised during a workshop held at the HEA enhancement event Ways of knowing, ways of learning: innovation in pedagogy for graduate success was compiled by Erica Morris, HEA Consultant in Academic Practice (firstname.lastname@example.org). Over the last ten years or so, much thought has been given to the use of innovative assessment, and more generally, universities and colleges have focused on enhancing assessment practices. Initiatives, research and developments on assessment have led to a rich collection of established theoretical perspectives and good practice guidance for those seeking to make changes to how assessment in designed for students.
At the Higher Education Academy (HEA) we synthesised this work, and by building on Assessment Standards: a Manifesto for Change produced A Marked Improvement: Transforming Assessment in Higher Education. Workshop. Ipsative Assessment - Gwyneth Hughes - Palgrave Macmillan. Want to help students improve their work? Mark them on their progress. When academics get stuck into their piles of marking this Christmas, most will be assessing work competitively – assigning marks to indicate how well a student has performed relative to their classmates. Competitive marking is the cornerstone of meritocracy and is widely supported by parents, teachers and students. But while this form of assessment may help the most successful students to progress, many do not achieve their potential.
The psychologist Carol Dweck has shown how many students interpret a poor performance as meaning a lack of ability and they may easily give up. Even when poor marks are accompanied by feedback, if a student is way off target, comments about their inadequacies won’t necessarily inspire them to progress. Comparing esubmission and marking tools. In common with many other institutions the University of Brighton has seen a huge increase in the volume of assignments being graded electronically and there is a need to ensure that a range of esubmission tools are offered in a clear and consistent manner to support our teaching colleagues. Blackboard and Turnitin Recently a question was posed by Tim Smale (Keele University) on the ALT members mailing list about contrasting two popular esubmission tools – Turnitin and Blackboard’s Safe Assign.
Keele, like many institutions, has both tools available for esubmission, and comparing the two helps lecturers and teachers make choices when setting an assignment. Tim has set up a google doc logging his comparisons. At the University of Brighton we also have both tools available. At the University of Brighton we are also planning a larger project to compare the functionality of the two tools.
Transforming Assessment. Lmtf-report-3-universal-learning-en.pdf. Visualising Programme Assessments: do you know when assessments are due? From time to time I try to step back from the work I'm doing and think about things from other people's perspectives - through Brookfield's reflective lenses. Assessment. 23/07/2014 UCML welcomes ALCAB report on new modern languages A levels.
Responding to the report of the A-level Content Advisory Board’s panel reviewing modern foreign and classical languages, the University Council of Modern Languages has published its response. See the ALCAB report. Assessment and Learning: State of the field review – OUCEA. Authors: Jo-Anne Baird, Therese N. Hopfenbeck, Paul Newton, Gordon Stobart & Anna Steen-Utheim The Norwegian Knowledge Centre for Education has published a webpage on this research and the report is available here.
Why this review was conducted. Digital Is. Next steps: Implementing e-portfolio assessment. REAP - Resources > Assessment Principles: Some possible candidates. Additional Resources: The Assessment Uncertainty Principle. In our system so much hangs on the value given to our assessments leading to qualifications. As we seek to measure learning with some degree of accuracy, we risk losing contact with the meaning of what the nature of the learning is.
ASKe Manifesto seven years on: so what did change? Abstract Assessment continues to be a major challenge to institutions around the world. ASKe Manifesto seven years on: so what did change? Beyond Knowing Facts, How Do We Get to a Deeper Level of Learning? As educators across the country continue to examine the best ways of teaching and learning, a new lexicon is beginning to emerge that describes one particular approach — deeper learning. Ropean Association for Language Testing and Assessment. (Adopted 20th May 2006) The Guidelines reflect the aims and objectives of EALTA and are addressed primarily to three different audiences, namely those involved in: Resources > ECML.Publications. RELANG > Home. Home Page. CEFTrain Project. Two (Optimistic) Predictions for Learning in 2014. Getty The beginning of a new year always prompts list-making — resolutions, what went right last year, what can be done better in the next.
How will 2013′s trends shape the year ahead? Looking into a crystal ball (and with input from experts), these are just two of many)movements we hope will take shape in classrooms across the country in 2014. Transforming Assessment and Feedback. University of Leeds OERs. Marking in Perspective: Selective, Formative, Effective, Reflective. What are the advantages and disadvantages of portfolio assessment?
Starting with an A. Transforming Assessment and Feedback. Assessment & feedback programme. Graduate School of Education. Badges as currency for teacher professional development. DVD "Spoken performances illustrating the 6 levels of the Common European Framework of Reference for Languages" Letters: Modern language exam grades translate into poor results. Roger Tilles warns of 'dangerous' overemphasis on education testing. Assessment in open spaces. How To Use Formative Assessment With (And Without) Technology. Digital assignments: How shall we grade them? E-Assessment Association. Growth of online marking 'could improve reliability' SLA research: still in the shackles of traditional grammar? Understanding Grading. People.cs.pitt.edu/~wiebe/pubs/papers/emnlp05polarity.pdf. 157 Group responds positively to Technical Baccalaureate announcement.
CristinaSkyBox TumbleBlog. American Teacher, March/April 2013, Feature Story, Disappearing Act. I Don’t Get Digital Badges. Redefining Accreditation: From Courses to Competencies. I Want to Learn When I Want to Learn - Getting Smart by Guest Author - digital learning, EdTech, wowzers. Transforming Assessment. One of My Methods for Feedback and Self-Assessment. Are Europe's tests being built on an 'unsafe' framework? PsycNET - Display Record. An alternative assessment framework for MFL – your comments please!
New sixth-form maths course will focus on 'real' problems. Most secondary school students can't write well. Authentic assessment: what does it mean for students, staff and sector? PISA - Measuring student success around the world. PISA - Measuring student success around the world. Assessment as sabateurs of learning. How Can Education Assessment be Improved? Formative or Summative Assessment – what’s the difference? Does Online Assessment Increase or Reduce Bias? - Getting Smart by Getting Smart Staff - online assessment.
The Next Generation of Testing – No Testing At All. Pierre Bérégovoy, Premier ministre sans bac - Stars sans baccalauréat - L'Internaute Actualite. Home. Assessment as a Means for Developing a Sense of Achievement. Assessment as a Means for Developing a Sense of Achievement. Transforming Assessment and Feedback. Where is reflection in the learning process? Assessment Pt. 2: Problems of Scale – Research, reflection, and rethinking.