Geoffrey Crisp ALTC National Teaching Fellow

Assessment 2.0 – assessment in an interactive, participatory and distributed environment

FaST Science Educators’ Symposium Program

119/04/23

Geoffrey Crisp

ALTC National Teaching FellowDirector, Centre for Learning and Professional Development

University of Adelaide

Assessment 2.0 – assessment in an interactive,

participatory and distributed environment

Assessment 2.0 – assessment in an interactive, participatory and distributed environment

FaST Science Educators’ Symposium Program

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Examples and presentations available at

http://www.transformingassessment.com

Shamim JoarderMathew Hillier

Assessment 2.0 – assessment in an interactive, participatory and distributed environment

FaST Science Educators’ Symposium Program

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Outline of presentation

QUT context introduction to learning and assessment traditional e-assessments examples of interactive e-assessments assessment in virtual environments assessment tasks for the future

Assessment 2.0 – assessment in an interactive, participatory and distributed environment

FaST Science Educators’ Symposium Program

2010 FaST Curriculum Review2.4 Aspirations in Teaching and Learning

Design Recommendation 25

Design, develop and implement an award architecture which is backward mapped, employs ‘inverted curricula’ and includes exposure to the breadth of Faculty offerings in the sciences, mathematics, information and the application of technologies Recommendation 26

Embed principles of good curricular design, assessment, first year experience, graduate outcomes, participation, capstone, work integrated learning and research pathway construction and leverage the support, resources and communities of practice available within the University

Assessment 2.0 – assessment in an interactive, participatory and distributed environment

FaST Science Educators’ Symposium Program

QUT Assessment Policy Assessment is valued as a strategy to support student learning Assessment cohesively links the learning outcomes, content, and learning and

teaching approaches at the unit and course levels Assessment is an integral part of the whole of course design and gives

particular attention to the needs of first year students Assessment provides valid evidence of learning outcomes at the unit level and

may contribute to assessment of student learning at the course level including graduate capabilities

Assessment approaches are consistent with QUT’s approach to real world learning and teaching and include a variety of assessment tasks

Assessment reflects rigorous academic standards associated with the discipline and is based on pre-determined and clearly articulated criteria, associated standards and weightings

Assessment is fair, equitable and inclusive and clearly communicated to students

Assessment approaches ensure that reliable and consistent judgments are made about a student's performance and that academic integrity is promoted

Assessment 2.0 – assessment in an interactive, participatory and distributed environment

FaST Science Educators’ Symposium Program

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Outline of presentation

QUT context introduction to learning and assessment traditional e-assessments examples of interactive e-assessments assessment in virtual environments assessment tasks for the future

Assessment 2.0 – assessment in an interactive, participatory and distributed environment

FaST Science Educators’ Symposium Program

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Typical learning and assessment today?

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http://www.flickr.com/photos/cristic/359572656/ http://www.pharmtox.utoronto.ca/Assets/Photos/pcl473+classroom+editted.JPG

Assessment 2.0 – assessment in an interactive, participatory and distributed environment

FaST Science Educators’ Symposium Program

New learning environments for students and teachers

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Assessment 2.0 – assessment in an interactive, participatory and distributed environment

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Authentic learning and assessment – inverted curriculum approach

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http://www.nasaimages.org/luna/servlet/detail/nasaNAS~9~9~58363~162207:

Assessment 2.0 – assessment in an interactive, participatory and distributed environment

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Do you want the red pill or the blue pill?

http://www.urvoting.com

Assessment 2.0 – assessment in an interactive, participatory and distributed environment

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Assessment tasks should be worth doing

if students can answer questions by copying from the web, you are asking the wrong questions

if students can answer questions by using Google, you are asking the wrong questions

if students can answer questions by guessing, you are asking the wrong questions

Why the hell am I doing this course?

Assessment 2.0 – assessment in an interactive, participatory and distributed environment

FaST Science Educators’ Symposium Program

Different assessment typesAssessment is valued as a strategy to support student learning

Assessment cohesively links the learning outcomes, content, and learning and teaching approaches at the unit and course levels

Assessment 2.0 – assessment in an interactive, participatory and distributed environment

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Outline of presentation

QUT context introduction to learning and assessment traditional e-assessments examples of interactive e-assessments assessment in virtual environments assessment tasks for the future

Assessment 2.0 – assessment in an interactive, participatory and distributed environment

FaST Science Educators’ Symposium Program

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Question types - LMS

Assessment 2.0 – assessment in an interactive, participatory and distributed environment

FaST Science Educators’ Symposium Program

Bobby Elliot and assessment 1.5 to 2.0

Assessment 2.0 – assessment in an interactive, participatory and distributed environment

FaST Science Educators’ Symposium Program

Assessment 1.0 v Assessment 2.0

Given Done alone Descriptive Text Closed book Done in class Teacher assessed

Negotiated Done collaboratively Researched/Deep Text/audio/video Open web Done anywhere Self- and peer-assessed

Assessment 1.0 Assessment 2.0

http://www.scribd.com/doc/461041/Assessment-20

Assessment 2.0 – assessment in an interactive, participatory and distributed environment

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Outline of presentation

QUT context introduction to learning and assessment traditional e-assessments examples of interactive e-assessments assessment in virtual environments assessment tasks for the future

Assessment 2.0 – assessment in an interactive, participatory and distributed environment

FaST Science Educators’ Symposium Program

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Interactive e-assessment designAssessment approaches are consistent with QUT’s approach to real world learning

and teaching and include a variety of assessment tasks

Separate the interactive tool/object/artefact from the question and the feedback

Interactive tool

Response

Question

Assessment 2.0 – assessment in an interactive, participatory and distributed environment

FaST Science Educators’ Symposium Program

Guessing answers

Assessment 2.0 – assessment in an interactive, participatory and distributed environment

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QuickTime VR

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Assessment 2.0 – assessment in an interactive, participatory and distributed environment

FaST Science Educators’ Symposium Program

Interactive spreadsheets

Assessment 2.0 – assessment in an interactive, participatory and distributed environment

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Interactivity - Chemistry Java applet

Assessment 2.0 – assessment in an interactive, participatory and distributed environment

FaST Science Educators’ Symposium Program

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Assessment 2.0 – assessment in an interactive, participatory and distributed environment

FaST Science Educators’ Symposium Program

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Process of problem solving - IMMEX

http://www.immex.ucla.edu

Assessment 2.0 – assessment in an interactive, participatory and distributed environment

FaST Science Educators’ Symposium Program

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Process of problem solving - IMMEX

http://www.immex.ucla.edu

Assessment 2.0 – assessment in an interactive, participatory and distributed environment

FaST Science Educators’ Symposium Program

IMMEX output – capability maps

Kong, S.C., Ogata, H., Arnseth, H.C., Chan, C.K.K., Hirashima, T., Klett, F., Lee, J.H.M., Liu, C.C., Looi, C.K., Milrad, M., Mitrovic,A., Nakabayashi, K., Wong, S.L., Yang, S.J.H. (eds.) (2009). Proceedings of the 17th International Conference on Computers in Education

Assessment 2.0 – assessment in an interactive, participatory and distributed environment

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Outline of presentation

QUT context introduction to learning and assessment traditional e-assessments examples of interactive e-assessments assessment in virtual environments assessment tasks for the future

Assessment 2.0 – assessment in an interactive, participatory and distributed environment

FaST Science Educators’ Symposium Program

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Characteristics of Web 2.0

• user-generated content

• encouragement and facilitation of participation

• access and openness

• (almost) unlimited data sources

• power of the crowd

Assessment 2.0 – assessment in an interactive, participatory and distributed environment

FaST Science Educators’ Symposium Program

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Self and Peer Assessment Tools

Assessment 2.0 – assessment in an interactive, participatory and distributed environment

FaST Science Educators’ Symposium Program

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What Happens in a Role Play?

Adopt a roleIssues & problems

occur

Reflection &

Learning

Interaction & debate

Assessment 2.0 – assessment in an interactive, participatory and distributed environment

FaST Science Educators’ Symposium Program

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Scenario-based learning

http://www.pblinteractive.org

Assessment 2.0 – assessment in an interactive, participatory and distributed environment

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Second Life – Virtual worlds

Assessment 2.0 – assessment in an interactive, participatory and distributed environment

FaST Science Educators’ Symposium Program

Second Life exampleshttp://www.youtube.com/watch?v=Ncj7xokweOc

Assessment 2.0 – assessment in an interactive, participatory and distributed environment

FaST Science Educators’ Symposium Program

Second Life exampleshttp://www.youtube.com/watch?v=ZgkUtSSEpBc

Assessment 2.0 – assessment in an interactive, participatory and distributed environment

FaST Science Educators’ Symposium Program

Second Life examples

http://www.youtube.com/watch?v=eQruIhMVgYI

Assessment 2.0 – assessment in an interactive, participatory and distributed environment

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Serious Games Institute

http://www.seriousgamesinstitute.co.uk/

Assessment 2.0 – assessment in an interactive, participatory and distributed environment

FaST Science Educators’ Symposium Program

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Assessment 2.0 – assessment in an interactive, participatory and distributed environment

FaST Science Educators’ Symposium Program

Simulations and games

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Assessment 2.0 – assessment in an interactive, participatory and distributed environment

FaST Science Educators’ Symposium Program

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Augmented reality

Assessment 2.0 – assessment in an interactive, participatory and distributed environment

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Outline of presentation

QUT context introduction to learning and assessment traditional e-assessments examples of interactive e-assessments assessment in virtual environments assessment tasks for the future

Assessment 2.0 – assessment in an interactive, participatory and distributed environment

FaST Science Educators’ Symposium Program

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Future assessments? Will we see universal development of immersive and

authentic learning and assessment environments?

Will assessments measure approaches to problem solving and student responses in terms of efficiency, ethical considerations and the involvement of others?

Will teachers be able to construct future assessments or will this be a specialty activity?

Assessment 2.0 – assessment in an interactive, participatory and distributed environment

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The e-Assessment Handbook and HERDSA Guide

Assessment 2.0 – assessment in an interactive, participatory and distributed environment

FaST Science Educators’ Symposium Program

References Nicol, D. J. 2009. Assessment for learner self-regulation:

enhancing achievement in the first year using learning technologies. Assessment & Evaluation in Higher Education, 34, no. 3: 335–352

Knight, P. 2007. Fostering and assessing ‘wicked’ competences. http://www.open.ac.uk/cetl-workspace/cetlcontent/documents/460d1d1481d0f.pdf

Joughin, G. 2009. Assessment, Learning and Judgement. In G. Joughin (Ed) Assessment, Learning and Judgement in Higher Education. Springer p215-221

Yorke, M. 2005. Increasing the chances of student success. In Improving student learning 12: Diversity and inclusivity, ed. C. Rust, 35–52. Oxford: Oxford Centre for Staff and Learning Development