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



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Examples and presentations available at

http://www.transformingassessment.com

Shamim JoarderMathew Hillier



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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



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



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



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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



New learning environments for students and teachers

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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:



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Do you want the red pill or the blue pill?

http://www.urvoting.com



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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?



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



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Question types - LMS



Bobby Elliot and assessment 1.5 to 2.0



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



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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



Guessing answers



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QuickTime VR

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Interactive spreadsheets



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Interactivity - Chemistry Java applet



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Process of problem solving - IMMEX

http://www.immex.ucla.edu



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Process of problem solving - IMMEX

http://www.immex.ucla.edu



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



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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



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Self and Peer Assessment Tools



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What Happens in a Role Play?

Adopt a roleIssues & problems

occur

Reflection &

Learning

Interaction & debate



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Scenario-based learning

http://www.pblinteractive.org



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Second Life – Virtual worlds



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



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



Second Life examples

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



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Serious Games Institute

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



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Simulations and games

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Augmented reality



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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?



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The e-Assessment Handbook and HERDSA Guide



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

Documents

Geoffrey Crisp ALTC National Teaching Fellow