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SLMS CPDOnline assessment to enhance learning
Rosalind Duhs
The brief: produce a toolkit for assessment to enhance distance learning
Introductions
• Name• Role• Interest in /experience of designing online
assessment for CPD• Any concerns?
Workshop intended outcomes
By the end of the session, participants should be able to:• Use the SLMS CPD online assessment toolkit to
design formative and summative assessment• Adapt the toolkit to their own context
Rough plan of session
• Background, evidence and toolkit (~20 mins)• Participants design formative and summative
assessment of learning outcome/s (~15 mins)• Presentation and discussion of participants’
assessment designs and suggestions for re-design of toolkit (~20 mins)
Why focus on assessment?Assessment shapes learning: Backwash
Online CPD: identifying the problems and overcoming them with good assessment design
Build an enticing web of online learning
Multiple modes of online communication for feedback and learning
SkypeChat
Problem 1
CPD doesn’t always result in learning which is successfully applied in practice (Zukas 2012)
Solution
Link assessment tasks to practice
(blogs, videos, learners’ cases)
Problem 2
Learners feel isolated
’The loneliness of long-distance learner’
Solution (Duranton 2012)
Create an online community of practice by getting learners to comment on each other’s work
(peer feedback on drafts, blogs, logs, informal accounts of cases, worldwide case exchange forum)
Problem 3
CPD drop out rates are high
20% to 70% (Park & Choi 2009)
Solution
Provide regular encouraging feedback
(quizzes, short answers, logs, blogs)
Use peer learning and feedback
(texts, videos, audio)
Problem 4
In practice-oriented subjects like medicine… education … must be delivered by and large through face to face conventional method.’ (Arunachalam 2001)
How can we assess practice online?
Problem 5
In practice-oriented subjects like medicine… education … must be delivered by and large through face to face conventional method.’ (Arunachalam 2001)
How can we assess practice online?
360° feedback? Video with Q & A?
‘The parrot test’(Hunt and Chalmers 2012 p.99)
Teaching and Learning Activities
Learning outcomes
Assessment methods
Learning outcomes, learning activities and assessment are tightly linked.
Planning aligned assignments/assessment methods
Conclusion
We need to be realistic about what we can teach and assess in an e-learning environment.
Distance learners need extra drive (support).
Careful detailed planning is needed and takes time.
Introducing the draft toolkit
Workshop activity: use the toolkit
Planning assessment for your distance CPD course
1. Select/write a learning outcome
2. Plan how you/peers can provide feedback to support learning (formative assessment tasks)
3, Plan how you’ll assess the outcome for final course marks (summative assessment task/s)
References and further readingHrastinski, S., Keller, C. & Carlsson, S. A. (2010) Design exemplars for synchronous e-learning: A design theory approach. Computers & Education, 55(2), 652-662.
Hunt, L. & Chalmers, D. (2012) University teaching in focus: A learning-centred approach, (Acer, Victoria and Routledge).
Park, J.-H., & Choi, H. J. (2009). Factors Influencing Adult Learners' Decision to Drop Out or Persist in Online Learning. Educational Technology & Society, 12 (4), 207–217.
Seagull, F. J. (2012) Human factors tools for improving simulation activities in continuing medical education. Journal of Continuing Education in the Health Professions, 32(4), 261-268.
Zukas, M. (2012) Regulating the professionals: Critical perspectives on learning in continuing professional development frameworks, in: D. Aspin, J. Chapman, K. Evans & R. Bagnall (Eds) Second international handbook of lifelong learning. Dordrecht, Heidelberg, London, New York, Springer), 455.
