1 / 17

Technology Enhanced Assessment – should it get the green light? Julie Vuolo, Principal Lecturer (ITEAM Project) Learnin

Technology Enhanced Assessment – should it get the green light? Julie Vuolo, Principal Lecturer (ITEAM Project) Learning and Teaching Institute. Technology Enhanced Assessment - TEA. The diverse methods by which technology can be used to support the management and delivery of assessment. .

tuyet
Download Presentation

Technology Enhanced Assessment – should it get the green light? Julie Vuolo, Principal Lecturer (ITEAM Project) Learnin

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Technology Enhanced Assessment – should it get the green light? Julie Vuolo, Principal Lecturer (ITEAM Project) Learning and Teaching Institute

  2. Technology Enhanced Assessment - TEA The diverse methods by which technology can be used to support the management and delivery of assessment.

  3. Using technology at different stages of the assessment process • Assessment: • Objective testing – EVS, QMP, Studynet Quiz function, Bristol online • Online presentations – Skype, Connect, Camtasia • Simulation – Second Life • Tracking progress: • blogs, video diaries, concept-mapping tools • Submission: • online process, Text matching software e.g. Turnitin, offline marking • Feedback: • podcasts, text to speak, online marking

  4. Technology in assessment can… Used well can: • Provide ways of meeting different learning needs and preferences • Overcome obstacles to assessment such as managing large numbers • Offer more rewarding ways of working with colleagues and students • Free up time for other activities • Support innovation, stimulate new ideas and /or ways of doing things • Increase authenticity of assessment If not used well can: • Take more time (time to develop skills, time to solve problems, time to explain) • Eat up resources (time, money, energy) • Create barriers where there were none before • Create inequities if not used thoughtfully • Confuse everyone involved! • Detract from the real purpose of assessment

  5. Assessment Resource Comparator Staff time on different types of assessment Three stages: • Lecturer preparatory stage • Student preparatory stage • The assessing and feedback stage Assessment types: • Summative essay • Exam • Objective testing (QMP, OMR, EVS) • Group work • OSCE (Objective Structure Clinical Exams)

  6. Objective Testing

  7. Resource comparator: Essay vs. Objective Testing b) Cross over point a) up to 600 students

  8. Resource comparator: Objective testing vs. group work b) Cross over point a) up to 600 students

  9. TEA – green light or not?

  10. Survey 100k students, 195 institutions, global view 75% of students said that technology helped them achieve their academic goals 70% of students report that they learn best in a blended learning environment. 50+% of students responded that they are more actively engaged in classes that use technology Educause Survey (2012) ECAR Study of Undergraduate Students and Information Technology http://net.educause.edu/ir/library/pdf/ERS1208/ERS1208.pdf

  11. Student view David Germany, SET, 2013 Fang Lou, LMS, 2013

  12. Staff view ‘ ‘Everybody who’s used EVS and got it to work comes back and say it’s great and they’re going to use it again, it’s getting over that initial hurdle and that means that the technology has got to be easy so that people can get in the swing of it…’ [EVS] (Jefferies and Cubric, 2012) “the feedback is immediate and no moderation is required, it is really quick.” [QMP] “using podcasts for feedback enabled me to say what I wanted to say much more easily than write it” [Podcast]

  13. What influenced students most was not the teaching but the assessment (Gibbs & Simpson, 2004, p. 4) • The methods we use to assess students are one of the most critical of all influences on their learning (Ramsden, 1993) • If you want to change student learning then change the methods of assessment (Brown, Bull & Pendlebury, 1997) • Assessment is the senior partner – get it wrong and the rest collapses (Biggs, 2003, p. 165)

  14. Pedagogic Principles Good feedback practice: Helps clarify what good performance is (goals, criteria, standards); Facilitates the development of self-assessment and reflection in learning; Delivers high quality feedback that helps learners self-correct; Encourages teacher and peer dialogue around learning; Encourages positive motivational beliefs and self-esteem; Provide opportunities to close the gap between current and desired performance Provides information to teachers that can be used to help shape their teaching. Assessment for learning: Engages students with assessment Criteria; Supports personalised learning; Focuses on student development; Ensures feedback leads to Improvement; Stimulates dialogue; Considers staff and student effort.

  15. Should technology enhanced assessment get the green light?

  16. Reference: Nicol, D. J. & Milligan, C. (2006), Rethinking technology-supported assessment in terms of the seven principles of good feedback practice, in Bryan, C. and Clegg, K. Innovative Assessment in Higher Education, London: Routledge, Taylor and Francis Group.

More Related