CIT-eA project - Viewpoints Workshop - Introductory Presentation
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This document summarizes a workshop on viewpoints and e-assessment. The workshop includes an introduction to e-assessment, a viewpoints activity, and discussion. It defines e-assessment and describes different types of assessment. It also outlines Bloom's taxonomy, principles of effective assessment, and references for further information on e-assessment. Sample questions are provided to illustrate multiple choice and assertion/reason question formats.
CIT-eA project - Viewpoints Workshop - Introductory Presentation
- 1. August 2014 CITeA –Viewpoints Workshop Joan Walker – Jisc RSC Scotland
- 2. Viewpoints Workshop Viewpoints Workshop Session plan »Introduction to e-Assessment »Context Setting for Viewpoints Activity »Viewpoints Activity »Discussion & Feedback
- 3. Viewpoints Workshop What is e-Assessment ? “eAssessment is the end-to-end electronic assessment processes where ICT is used for the presentation of assessment activity, and the recording of responses. “ Effective Practice with eAssessment, JISC 2007
- 4. Viewpoints Workshop Assessment » Diagnostic › Assessment of skills/level/understanding – current › At the beginning of course/session › Enables learning to be designed to meet learners’ needs » Formative › Provides feedback at critical points in the leaning process › Identifies gaps in learning » Summative › Grade and/or judge levels of understanding or skills levels for progression or certification at different points in a course or unit
- 5. LOTS / Convergent HOTS / Divergent Knowledge Remembering »recognising »listing »describing »identifying »retrieving »naming »locating »finding Viewpoints Workshop Comprehension Understanding »interpreting »summarising »inferring »paraphrasing »classifying »comparing »explaining »exemplifying Application Applying »implementing »carrying out »using »executing Analysis Analysing »comparing »organising »deconstructing »attributing »outlining »finding »structuring »integrating Synthesis Evaluating »checking »hypothesising »critiquing »experimenting »judging »testing »detecting »monitoring Evaluation Creating »Designing »constructing »planning »producing »inventing »devising »making Blooms taxonomy / Blooms digital taxonomy / http://edorigami.wikispaces.com Bloom
- 6. Viewpoints Workshop If thinking about using video when teaching, to ensure the content will be accessible to all, what should you do? A. Don't use video. Find alternative teaching strategy. B. Provide transcript for individual students who might need it. C. Make transcript of video available to all students. D. Only use video that has subtitles. Check your answer Multiple Choice
- 7. Viewpoints Workshop In the context of accessibility, when formatting digital documents you should structure the text with heading styles because the document will have a professional finish. A. Assertion and reason are true and the reason explains the assertion. B. Assertion and reason are true but the reason does not explain the assertion. C. Assertion is true but the reason is false. D. Assertion is false but the reason is true. E. Assertion is false and the reason is false. Check your answer Assertion / Reason
- 8. Viewpoints Workshop In the context of accessibility, when formatting digital documents you should structure the text with heading styles because it is important that a range of devices or assistive technologies can interpret the structure of digital content. A. Assertion and reason are true and the reason explains the assertion. B. Assertion and reason are true but the reason does not explain the assertion. C. Assertion is true but the reason is false. D. Assertion is false but the reason is true. E. Assertion is false and the reason is false. Check your answer Assertion / Reason
- 9. Viewpoints Workshop Assessment Approaches Associative learners acquire knowledge by building associations between concepts learners gain skills by building progressively complex actions from component skills Constructivist learners actively construct ideas by building and testing hypothesis use discovery and enquiry based tasks Social Constructivist learners actively construct new ideas through collaborative activities and dialogue Assessment should help learners to become self-reliant, confident and able to make judgments about the quality of their own learning / work
- 10. Viewpoints Workshop Effective Practice David Nicol / REAP: 12 principles of good assessment practice Developing self-regulating learners David Boud / Assessment Futures: self-evaluation, authentic assessment, assessment in the workplace Royce Sadler: transition from feedback to self-monitoring, developing independence in learning Learning Oriented Assessment / David Carless: sustainable feedback practices, feedback timing
- 11. REAP principles Viewpoints Workshop »Encourage time and effort on challenging learning tasks »Facilitate the development of self-assessment and reflection in learning »Involve learners indecision-making about assessments policy and practice »Give choice in the topic, method and criteria or timing of assessments »Clarify what good performance is »Deliver high quality feedback to help learners self-correct »Provide opportunities to act on feedback »Encourage interaction and dialogue around learning »Support the development of learning communities »Encourage positive motivational beliefs and self-esteem »Provide information to teachers that can be used to help shape the teaching »Ensure summative assessment has a positive impact on learning Feedback Assessment
- 13. »Think about whether / how you meet the challenge of assessment & feedback (15 mins) »Place the cards on the timeline – consider the student perspective (cards can be used more than once (15 mins) »Turn over the cards and select the ideas that might be appropriate in your own context (30 mins) »Review the ideas and formulate a plan, record action points on the timeline (10 mins) »Share plans & general discussion (30 mins) Viewpoints Workshop
- 14. Viewpoints Workshop Useful References Principles of effective assessment and feedback practice: David Nicol, Gibbs and Simpson, 2004 David Boud, Royce Sadler, D. Carless, McDowell et al., 2006, ESCAPE project, 2010, JISC RSC Scotland Local Case Studies http://www.rsc-scotland.org JISC RSC Scotland e-Assessment blog http://www.rsc-scotland.org/eassessment/ JISC RSC Scotland e-Assessment magazine http://www.scoop.it/t/e-assessment-in-fe-and-he Effective Assessment in a Digital Age, JISC 2010http://www.jisc.ac.uk/whatwedo/programmes/elearning/assessment/digiassess.aspx SQA eAssessment Resource http://www.sqa.org.uk/files_ccc/eAssessmentResource.html JISC Techdis e-Assessment http://www.jisctechdis.ac.uk/techdis/resources/assessment