A framework for the use of online technology and Sakai tools in assessment
Download as PPT, PDF0 likes464 views
The document outlines a pedagogical framework for integrating educational technology in assessment, emphasizing the importance of matching technical and pedagogical tools with learning objectives. It encourages feedback on various online tools and promotes learner-oriented assessment over traditional methods. The framework supports a seamless incorporation of technology in curriculum planning and assessment design to enhance educational outcomes.
A framework for the use of online technology and Sakai tools in assessment
- 1. Pre-presentation exercise While you are waiting, please use the Post-Its to do the following exercises: • Write down the names of some tools/applications you use in assessment, includes Sakai and other systems, institutional & cloud computing software • Briefly describe one example of how you (or others you work with) use educational technology in assessment • Put down your role (lecturer, educational designer, manager etc.)
- 2. A framework for the use of educational technology and Sakai tools in assessment Janet Buchan Educational Technologist Division of Learning & Teaching Services
- 3. Aims • To present a pedagogical framework for the use of online technology in assessment • To get feedback from audience on what Sakai & Web 2.0 tools they are using for assessment to build on the framework • To match the technical and pedagogical affordances of individual assessment tools with the cognitive domains of the subject objectives • To demonstrate the affordances of the Sakai , & Web 2.0 tools to be used for assessment • To promote learner oriented assessment & assessment for learning not assessment of learning Listen and learn – a two way process
- 4. Assessment for learning Assessment of learning Formative assessment Summative assessment Assessment is a continuum Learner oriented assessment
- 6. What online tools the audience uses in online assessment
- 7. Online tools used in assessment • EASTS / online marking • Turnitin • OASIS • Test Centre • Forums • Wiki • Resources • Modules • Chat • ePortfolio • Captivate/Camtasia • CD ROMs • eSims • Podcasting/vodcasting Add more….
- 9. Back to basics Effective use of educational technology in assessment? • Constructive alignment in learning objectives and assessment • Constructive alignment in ICT-enabled learning activities • Keep it simple
- 10. Cognitive domains covered in objectives • Knowledge - involving straight recognition or recall • Comprehension - where relationships between pieces of information are recognised; where the context of knowledge can be described • Application - where knowledge can be used in a new setting; the emphasis here is on the use of knowledge and not just the recognition of its context • Analysis - where complex problems can be broken down into components which can be worked on • Synthesis - involving the creation of a final product (a product design, a research plan etc.) • Evaluation - where judgments about appropriateness and quality are involved Bloom’s taxonomy
- 11. Knowledge Knowledge Sample Objective involving straight recognition or recall define the terms agonist, antagonist, efficacy and potency
- 12. Knowledge – ICTs
- 13. Comprehension Comprehension Sample Objective where relationships between pieces of information are recognised; where the context of knowledge can be described name the major classes of diuretics and explain their mechanism of action
- 15. Application Application Sample Objective where knowledge can be used in a new setting; the emphasis here is on the use of knowledge and not just the recognition of its context be able to apply understandings derived from the preceding task to broader contexts in regard to the enhancement of student learning via school/educational leadership, as well as to the students and their schools' own leadership for learning practices
- 17. Analysis Analysis Sample Objective where a complex problems can be broken down into components which can be worked on Be able to design and undertake field vegetation surveys Be able to manipulate data in spreadsheet programs such as Microsoft Excel
- 18. Analysis - ICTs
- 19. Synthesis Synthesis Sample Objective involving the creation of a final product (a product design, a research plan etc.) devise usable ideas and experiences that are able to be implemented in early childhood services to provide for the wellness and wellbeing of the people there
- 20. Synthesis - ICTs
- 21. Evaluation Evaluation Sample Objective where judgments about appropriateness and quality are involved Explain how critical issues are currently being addressed coherently through catchment management, capacity building and social justice processes and critically appraise the ability of these approaches to enhance outcomes at the landscape scale.
- 23. Examples & other applications/tools to develop & assess the different cognitive domains • Add more
- 24. Feedback from the students • Keep it simple • Give us clear instructions • Outcomes & not the technology should be the focus • Technology should not be a barrier – give us adequate preparation & training • Not for me! • We love it!
- 25. Risk management • Plan well • Know the affordances of the technology – what it CAN’T do is as important as what it CAN do For CSU • Need a comprehensive guidelines and adequate policy for educational technology in assessment at CSU
- 27. Aims • To present a pedagogical framework for the use of online technology in assessment • To get feedback from audience on what Sakai & Web 2.0 tools they are using for assessment to build on the framework • To match the technical and pedagogical affordances of individual assessment tools with the cognitive domains of the subject objectives • To demonstrate the affordances of the Sakai , & Web 2.0 tools to be used for assessment • To promote learner oriented assessment & assessment for learning not assessment of learning Listen and learn – a two way process
- 28. Abstract • This paper presents a pedagogical framework for the use of online technology in assessment. Assessment is widely recognised as needing to be a fundamental part of the learning design and curriculum planning. Through pedagogical principles and good, sound learning design this paper promotes a seamless integration of the use of educational technology in assessment. • The framework presented matches the technical and pedagogical affordances of individual tools with the cognitive domains of the subject objectives. Grounded in learning design, the framework thus supports learner oriented assessment and promotes assessment for learning rather than assessment of learning. • There is deliberately no emphasis on distinguishing ‘online assessment’ from ‘assessment’ because the online tools are simply an extension of the medium through which assessment can be conducted. By grounding the affordances of the CSU Interact tools used for assessment in a pedagogical framework, educational designers and teaching staff can design a holistic learning experience.
Editor's Notes
- #13: e.g.