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E-assessment
Stuart JonesAssistant Director of Learning and Teaching
How can technology be used to support the assessment of learner's work in main stream education?
How much of our vision is in place?
Where’s the money and resources coming from?
Are there issues of inclusion and exclusion?
How do we keep up to date with
this?
Does technology change the skills, knowledge and
understanding being assessed?
How does this contribute to the
whole school vision?
Evolution or Revolution?
Some Key Questions
What is
e-assessment?
Are all our staff effective with ICT?
Some definitions
• Formative assessment - recognition and motivation
• Summative assessment recording and rewarding learners’ progress and achievement
• Diagnostic assessment helping people to establish a baseline and understand their progress, strengths and development needs
• standard setting: defining levels and thresholds of achievement
• differentiation and selection: enabling employers and HE to understand what young people have achieved, and how individuals compare to their peers
Summary of Activities
• Mini technical audit for schools • Development of the ICT tests for Initial Teacher
Trainees • Tomlinson / 14- 19• MIAP / ULN
Learner Information Service
Common Data Definitions
National Register of Providers
Data Sharing Framework
LSC HESAAwarding BodiesDfES
eg. SLC, JC+, Connexions
LEARNING DATA INTERFACE
FE/WBL/ACL/Learndirect
HEAssessment Achievement
Schools/LEAs
Other
Learners Providers National agencies
Local agencies
Overview of the MIAP Proposals:
Data Sharing Interface
Unique Learner Number
MIAP Enabling Projects
Developing Work Programme: Emerging Phases
1. Establish user requirements. Agree common data definitions. ULN collection trials. (Reports Spring 05)
2. Develop technical options. (Spring/Summer 05)
3. Agree technical solution. ULN pilots. (Summer 05)
4. System design/development. ULN initial implementation. (Autumn 05)
5. Phased Roll-out. Data Sharing Interface. (During 2006)
Phase 1
Phase 2
Phase 3
Phase 4
Phase 5
Summary of Activities
• mini technical audit for schools • development of the ICT tests for Initial Teacher
Trainees • Tomlinson / 14- 19• MIAP / ULN• Computer marked / ICT assessments• QCA • E-portfolios
E-Portfolios as a ‘Learning Space’
“By facilitating & capturing the evolution of concepts & ideas through revisions of work & interactions with instructors, mentors, classmates & friends, electronic portfolios can be much more than a Web site that simply organizes and presents final projects. They can foster learning spaces where the author can gain insights & a better understanding of him/herself as a learner”Source: eportconsortium, Electronic Portfolio White Paper
Summary of Activities
• mini technical audit for schools
• development of the ICT tests for Initial Teacher Trainees
• Tomlinson / 14- 19
• MIAP / ULN
• Computer marked / ICT assessments
• QCA
• E-portfolios
• E-assessment group
• Vocational assessment
Issues
• Technical capability
• Copyright / legal
• Question banks
• Plagiarism
• Innovation
• Deficit testing
• The extended school
General considerations
• Technical standards and interoperability.
• Security of assessment.
• Student tracking through continuous formative e-assessment.
• Types of assessment.
• Computer marking of complex answers
Where next? – and what is Becta doing about it?
• The opportunities
• Common standards and formats.
• Awarding body / Institution alignment
• Assessment techniques
• Pedagogic approaches