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Designing Learning-oriented Assessment for a Digital
Future
Transforming Assessment in a Digital Era31st July - 1st August 2013
Professor Mike KeppellExecutive Director
Australian Digital Futures InstituteDirector, Digital Futures - CRN
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Overview
nTrends and challenges nNew generation studentsn InteractionsnLearning-oriented
assessmentnPersonalised learning nChallengesnNew mindsets
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What Trends do we Need to Consider?
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Beyond Current HorizonsnNetworking and
connections - distributed cognition
n Increasing personalisation and customisation of experience
nNew forms of literacy
nOpenness of ownership of knowledge (Jewitt, 2009).
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Horizon Report
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Trends ‣ People expect to be able to work, learn, and
study whenever and wherever they want.
‣ The abundance of resources and relationships will challenge our educational identity.
‣ Students want to use their own technology for learning.
‣ Personalisation - learning, teaching, place of learning and technologies
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New Generation Students
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Student-generated content (learner-as-designers)
Connected students (knowledge is in the network)
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Owning the Place of Learning
rapport with
technology
mobile
generate content
personalise
connected
adapt space to
their needs
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Interactions
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Interactive learning (learner-to-content)
Networked learning (learner-to-learner; learner-to-teacher)
Student-generated content (learner-as-designers).
Connected students (knowledge is in the network)
Learning-oriented assessment (assessment-as-learning)
Interactions
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Learning-oriented Assessment
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Assessment 2020Assessment has been most effective when:
n feedback is used to actively improve student learning
nstudents and teachers become responsible partners in learning and assessment
nassessment for learning is placed at the centre of subject and program design
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Learning-oriented Assessment
Assessment tasks as learning
tasks
Student involvement in
assessment processes
Forward-looking feedback
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nAssessment tasks determine student effort
nStudents also fulfil the measurement requirement of the subject/curriculum.
nTasks should require distribution of student time and effort (Gibbs & Simpson, 2004)
Assessment Tasks as Learning Tasks
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Student Involvement in Assessment nStudents begin to learn about assessmentnStudents begin to determine the quality of their own work
nStudents learn about reflection, peer feedback and self-evaluation
nSome degree of student choice in assessment tasks.
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Forward-looking Feedback
nStudents need to receive appropriate feedback which they can use to ‘feed forward’ into future work.
nFeedback should be less final and judgemental (Boud, 1995)
nFeedback should be more interactive and forward-looking (Carless, 2002)
nFeedback should be timely and with a potential to be acted upon (Gibbs & Simpson, 2004)
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Personalised Learning
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Personal Learning Spaces
‣ Integrate formal and informal learning spaces
‣ Customised by the individual to suit their needs
‣ Allow individuals to create their own identities.
‣ Recognises ongoing learning and the need for tools to support life-long and life-wide learning.
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Connectivism
‣ Knowledge has changed to networks and ecologies (Siemens, 2006).
‣ Need improved lines of communication in networks.
‣ “Connectivism is the assertion that learning is primarily a network-forming process” (p. 15).
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ePortfolios in Assessment
nEmbedding an ePortfolio into the Bachelor of Education (Early Childhood and Primary)
nIteratively designed throughout the four years (Munday, 2010).
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!
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Types and Purposes of ePortfolios
nAssessment - formative and summative, learning-oriented, feed-forward
nShowcase ‘best’ work to peers, teachers, potential employers
nDevelopment over time to show changes in thinking.
nReflective - personal and professional, critical/analytical as opposed to descriptive (Stefani, Mason & Pegler, 2007)
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Embedding of ePortfoliosnDifferent purposes of ePortfolios
throughout degree.n1st year - development/showcase/
assessmentn2nd year - reflection/assessmentn3rd year - development - self-directedn4th year - showcase and leadership
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Characteristics of the Assessment Task
nAlignment of learning outcomes, content and assessment
nDistribution of student time and effort throughout degree program
nDegree of student choice in assessment tasknRelationship between assessment task and real-
world tasknPortfolio could be utilised for different purposes
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Challenges
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Digital LiteraciesnLiteracy is no longer “the ability
to read and write” but now “the ability to understand information however presented.”
nCan't assume students have skills to interact in a digital age
nLiteracies will allow us to teach more effectively in a digital age (JISC, 2012)
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Accountability and Trust
nAccountability of assessment practices is common due to the need for standards
nPlagiarism and a lack of trust may influence the types of assessment undertaken
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Group Projects
nEquitable contributionnPeer assessment of other
students may send mixed signals
nPeer learning and peer assessment are about students providing feedback to each other
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New Mindsets
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New MindsetsnPrivileging mobile learning and
teaching access
nEmbedding digital literacies into all aspects of learning, teaching and curriculum
nPrivileging diverse places of learning as opposed to a singular place of learning
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New MindsetsnAssisting teachers and students
to develop their own personalised learning strategy
nPrivileging user-generated content
nPrivileging learning-oriented assessment
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Questions?
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