Moving towards Assessment 2.0
Moving towards Assessment 2.0
Geoffrey Crisp
ALTC National Teaching Fellow
Director, Centre for Learning and Professional Development
University of Adelaide
Laurentius de Voltolina
The Yorck Project: 10.000 Meisterwerke der Malerei. DVD-ROM, 2002. ISBN 3936122202.
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Moving towards Assessment 2.0
This presentation is available at
http://www.transformingassessment.com/moodle
under Presentations on Assessment
ATN Conference 2009
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Moving towards Assessment 2.0
Outline of presentation
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brief introduction to learning and assessment
reflexive approaches to teaching
assessment models and assessment design
examples of interactive e-assessment
assessment in virtual environments
assessment tasks for the future
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Moving towards Assessment 2.0
What is different today?
social
interaction
reading
disengaged
quality
assurance
listening
University of Bologna, Laurentius de Voltolina 14th century lecture
The Yorck Project: 10.000 Meisterwerke der Malerei. DVD-ROM, 2002. ISBN 3936122202
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Typical learning/assessment today?
http://www.flickr.com/photos/cristic/359572656/
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Moving towards Assessment 2.0
Typical learning/assessment today?
http://www.nasaimages.org/luna/servlet/detail/nasaNAS~9~9~58363~162207:
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Reality of learning and assessment for students?
http://www.pharmtox.utoronto.ca/Assets/Photos/pcl473+classroom+editted.JPG
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http://rlv.zcache.com
another_genius_ruined_by_higher_education_tshirt
-p235856642384148020t5e4_400.jpg
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Moving towards Assessment 2.0
Why do we assess students?
 it encourages (current and future) learning
 it provides feedback on learning to both the student
and the teacher
 it documents competency and skill development
 it allows students to be graded or ranked
 it validates certification and licence procedures for
professional practice
 it allows benchmarks to be established for standards
 hasn’t changed much for decades in some cases
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Types of assessment responses
 convergent type, in which one ‘correct’ response is
expected, and divergent type, in which the response
depends on opinion or analysis
 assessment requiring convergent responses has
its origins in mastery-learning models and involves
assessment of the learner by the master-teacher
 assessment requiring divergent responses is
associated with a constructivist view of learning,
where the teacher and learner engage collaboratively
within Vygotsky’s zone of proximal development
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Relative worth of convergent and divergent responses?
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Outline of presentation






brief introduction to learning and assessment
reflexive approaches to teaching
assessment models and assessment design
examples of interactive e-assessment
assessment in virtual environments
assessment tasks for the future
9/04/2015
11
Moving towards Assessment 2.0
Reflexive teaching in practice
 reflective teaching involves post analysis of actions
and planned changes for the future
 reflexive teaching involves live analysis of actions
and more timely changes
 reflexive teaching examines underlying assumptions
of self, others and context - epistemic reflexivity
 reflexive teaching might be viewed as reflective
teaching in action – challenging and changing current
assumptions and practices
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Moving towards Assessment 2.0
Assessment tasks should be worth doing
 if students can answer your questions by copying
from the web, you are asking the wrong questions
 if students can answer your questions by using
Google, you are asking the wrong questions
 if students can answer your questions by guessing,
you are asking the wrong questions
Why the hell am I doing this course?
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Do you want the red pill or the blue pill?
http://www.votapedia.com
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Moving towards Assessment 2.0
Outline of presentation






brief introduction to learning and assessment
reflexive approaches to teaching
assessment models and assessment design
examples of interactive e-assessment
assessment in virtual environments
assessment tasks for the future
9/04/2015
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Moving towards Assessment 2.0
David Boud
http://www.assessmentfutures.com
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Where does learning take place?
Diagnostic assessment
learning
Summative
assessment
Learning
learning
learning
Formative
assessment
learning
Integrative assessment
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Moving towards Assessment 2.0
Integrative assessment – operationalising
assessment for current and future learning
Authentic tasks
Life-long learning
Authentic tools
Self-review and
critique
Standards
Meaningful
feedback
Learning-oriented
assessment
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Moving towards Assessment 2.0
Integrative assessment?
 designed to influence students’ approaches to current and
future learning by providing assessment tasks that define
and track strategies so that students can assess their own
approaches to learning and capability development
 should link different content and capabilities developed
throughout the entire program and may be seen in
capstone experiences in some programs
 more useful to incorporate these tasks at each stage of a
program so students can monitor development of effective
learning and assessment strategies
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Integrative assessment?
 (e-)portfolios facilitate incorporation of integrative
assessments throughout a program of learning
 integrative assessment tasks should incorporate selfand peer-evaluation, not just on declarative
(knowledge) components, but more importantly on
the functional and procedural knowledge
components.
 students need to be able to assess themselves and
be able to articulate the strategies they have used to
construct their responses and then assess the
appropriateness of those responses
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Students’ perception of learning strategies?
http://blog.oregonlive.com/pdxgreen/2008/02/chimp.jpg
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Moving towards Assessment 2.0
Outline of presentation






brief introduction to learning and assessment
reflexive approaches to teaching
assessment models and assessment design
examples of interactive e-assessment
assessment in virtual environments
assessment tasks for the future
9/04/2015
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Moving towards Assessment 2.0
Effective e-Assessment
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can offer new possibilities for immersion and interactivity
has the potential to facilitate enhanced social interactions
can begin to resemble games and role-playing
can facilitate the exposition of advanced skills and
capabilities
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What role for learning (virtual) management
systems?
http://4.bp.blogspot.com/_hBiBaUg_1rA/SJTQE0ymK7I/AAAAAAAABxI/OIKh
MiaaQ2E/s400/confusing_signs2.jpg
http://www.teachict.com/ecdl/module_1/workbook15/miniweb/images/stressed.jpg
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Moving towards Assessment 2.0
Bobby Elliott and assessment 1.5 to 2.0
Computer-based
assessment
(Assessment 1.5)
Tool-assisted assessment
(Assessment 2.0)
Traditional assessment
(Assessment 1.0)
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Question types - Moodle
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3: Lurkies suffer from trangitis because:
A
B
C
D
their prads are always
underdeveloped
all their brizes are horizontal
their curnpieces are usually
imperfect
none of their dringoes can ever
adapt
This ‘content free test’ was published by Roger Lewis in the ’80s.
http://phil-race.co.uk/?page_id=117
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Assertion-Reasoning
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Open University OpenMark
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Interactive e-assessment design
Interactive tool
Question
Separate the interactive
tool/object/artefact from the
question and the feedback
Response
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QuickTime VR
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Interactive spreadsheets
Moving towards Assessment 2.0
Interactivity - Chemistry Java applet
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QuickTime VR
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http://panograph.free.fr/BayeuxTapestry.html
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Process of problem solving - IMMEX
http://www.immex.ucla.edu
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Process of problem solving - IMMEX
http://www.immex.ucla.edu
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Moving towards Assessment 2.0
Bobby Elliot and assessment 1.5 to 2.0
Computer-based
assessment
(Assessment 1.5)
Tool-assisted assessment
(Assessment 2.0)
Traditional assessment
(Assessment 1.0)
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Characteristics of Web 2.0
• user-generated content
• encouragement and facilitation of participation
• access and openness
• (almost) unlimited data sources
• power of the crowd
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Bobby Elliot - Assessment 2.0
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Authentic
Natural
Personalised
Negotiated
Problem-based
Deep
Collaborative
Peer and self-assessed
Tool supported
http://www.scribd.com/doc/461041/Assessment-20
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Assessment 1.0 v Assessment 2.0
Assessment 1.0
Assessment 2.0
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Given
Done alone
Descriptive
Text
Closed book
Done in class
Teacher assessed
Negotiated
Done collaboratively
Researched/Deep
Text/audio/video
Open web
Done anywhere
Self- and peer-assessed
http://www.scribd.com/doc/461041/Assessment-20
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Self and Peer Assessment Tools
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http://blogagogy.wordpress.com/what-is-a-blog
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Wikis and Blogs
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http://creative.canberra.edu.au/groupwork/Intro/Frameset.html
Moving towards Assessment 2.0
e-Portfolios
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e-Portfolios
 e-Portfolios can be used for
– Development purposes
– Presentation purposes
– Assessment purposes
PebblePad
Desire2Learn
Open Source Portfolio
Mahara
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Role Plays
http://www.ucalgary.ca/fp/MGST609/simulation.htm
http://www.roleplaysim.org/papers/default.asp?Topic=toc9
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What Happens in a Role Play?
Reflection &
Adopt a role
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Learning
Issues &
problems
Interaction & debate
occur
Moving towards Assessment 2.0
Scenario-based learning
http://www.pblinteractive.org
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Interactivity – Virtual Worlds
http://www.bized.co.uk/virtual/home.htm
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Second Life – Virtual worlds
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http://sleducation.wikispaces.com
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QuizHUD for Second Life
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Sloodle – Second Life in Moodle
http://www.youtube.com/watch?v=uqfBRfwkkrQ
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Serious Games Institute
http://www.seriousgamesinstitute.co.uk/
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Simulations and games
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Augmented reality
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Outline of presentation






brief introduction to learning and assessment
reflexive approaches to teaching
assessment models and assessment design
examples of interactive e-assessment
assessment in virtual environments
assessment tasks for the future
9/04/2015
62
Moving towards Assessment 2.0
Future assessments?
 Will we see universal development of immersive and
authentic learning and assessment environments?
 Will assessments measure approaches to problem
solving and student responses in terms of efficiency,
ethical considerations and the involvement of others?
 Will teachers be able to construct future assessments
or will this be a specialty activity?
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Future assessments?
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The e-Assessment Handbook and Guide
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