EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU Material produced under Phare 2006 financial support PHARE TVET RO2006/ Training for TVET staff in the use of alternative learning tools

EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU Material produced under Phare 2006 financial support PHARE TVET RO2006/ Romanian ODL Development Network and TVET Learning Environment 2

EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU Material produced under Phare 2006 financial support PHARE TVET RO2006/ Romanian ODL Development Network Aim: To provide Romanian Students and learners with world class online learning materials. 3

EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU Material produced under Phare 2006 financial support PHARE TVET RO2006/ TVET Learning Environment 4 Learning Environment Tracking Database School/Course reports User accounts/ administration Training §

EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU Material produced under Phare 2006 financial support PHARE TVET RO2006/ Elearning alternative tools 5 Many alternatives beyond the national platform Practice ‘Blended Learning’ A range of software to allow teachers to create ICT based student activities Either use your existing skills, or are easy to learn to use. Many can be downloaded for free! Student can have own copy… if they have their own computers

EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU Material produced under Phare 2006 financial support PHARE TVET RO2006/ Alternative learning tools MS Office (Word and Excel) Freemind Mindmapping Hot potatoes Flash templates 6

EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU Material produced under Phare 2006 financial support PHARE TVET RO2006/ eLearning Video 7

EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU Material produced under Phare 2006 financial support PHARE TVET RO2006/ eLearning Issues for teachers Administrative Learning material development support Wider range of software Winder range of hardware New security considerations Always changing! 8

EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU Material produced under Phare 2006 financial support PHARE TVET RO2006/ The National eLearning Platform Learner Management System For demonstration purposes – Moodle Complete Course and Learner Management System Extensive ‘built-in’ feature set Collaboration Repository of learning materials 9

EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU Material produced under Phare 2006 financial support PHARE TVET RO2006/ Assessment in the learning process. Assessment of learning Learning Activities LEARNER Learning Objectives

EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU Material produced under Phare 2006 financial support PHARE TVET RO2006/ What is assessment? The process of: Planning and collecting of evidence Interpreting the collected evidence Using the evidence for: Feedback (formative) Grading (summative) Planning (diagnostic)

EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU Material produced under Phare 2006 financial support PHARE TVET RO2006/ What is the purpose of assessment? Formative To support the learner in the learning process Diagnostic What does the learner know now? Are there gaps in understanding? Was the teaching session effective? Summative Pass or Fail?

EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU Material produced under Phare 2006 financial support PHARE TVET RO2006/ Types of assessment instruments Multiple choice questions True – False items Matching items Short answer / concise response Many more…. ePortfolios?

EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU Material produced under Phare 2006 financial support PHARE TVET RO2006/ Implementing eAssessment 14

EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU Material produced under Phare 2006 financial support PHARE TVET RO2006/ eAssessment Advantages Allows ‘off-line’ practice and revision Instant scoring Flexible access – on demand? Enhance feedback to learners Administrative benefits – results reporting Easily linked with other learning ‘objects’ Widens range of assessment methods 15

EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU Material produced under Phare 2006 financial support PHARE TVET RO2006/ eAssessment Reporting Comprehensive database Scores, averages When assessment completed Time taken Responses chosen Question Statistics – validity, discrimination Manual review Printed reports Formats for teachers / verifiers Question analysis 16

EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU Material produced under Phare 2006 financial support PHARE TVET RO2006/ eAssessment Accessibility Compatibility with Screen readers Speech recognition Touch screens Images Alternate text Keyboard navigation Text / CSS adjustments 17

EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU Material produced under Phare 2006 financial support PHARE TVET RO2006/ How to write good MCQs

EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU Material produced under Phare 2006 financial support PHARE TVET RO2006/ Multiple choice questions What are they? A question in which learners are asked to select one alternative from a given list of alternatives in response to a "question stem". Stem "Which one of the following is the currency unit used in Zambia?"

EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU Material produced under Phare 2006 financial support PHARE TVET RO2006/ Multiple choice questions Alternatives (answer choices/ options) A Zambian dollar B Kwacha C Rand D Lilangeni Key B Distractors A C D (the incorrect responses)

EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU Material produced under Phare 2006 financial support PHARE TVET RO2006/ Multiple choice questions Types: Single correct response "Which one of the following is the currency unit used in Zambia?" Incomplete stem The currency used in Zambia is called:

EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU Material produced under Phare 2006 financial support PHARE TVET RO2006/ Multiple choice questions Advantages A wide range of knowledge, skills and attitudes can be tested in a relatively short time ALL levels of knowledge can be tested using MCQ Easy to score Reliable Different response alternatives can provide diagnostic feedback

EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU Material produced under Phare 2006 financial support PHARE TVET RO2006/ Multiple choice questions Disadvantages Difficult to set Time consuming to prepare Assessors tend to focus on lower cognitive levels only

EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU Material produced under Phare 2006 financial support PHARE TVET RO2006/ Multiple choice questions Do’s and don’t’s Keep stem simple and ensure clarity Avoid negatives – if used use CAPITALS Example: "Which one of the following is NOT an inert gas?" Use ‘none of the above’ or ‘all of the above’ sparsely

EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU Material produced under Phare 2006 financial support PHARE TVET RO2006/ Multiple choice questions Do’s and don’t’s Keep responses about equal in length Undesirable: The most general cause of low individual incomes in Romania is a. The lack of valuable productive services to sell b. Unwillingness to work c. Automation d. Inflation

EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU Material produced under Phare 2006 financial support PHARE TVET RO2006/ Multiple choice questions Do’s and don’t’s Keep responses about equal in length Desirable: What is the most general cause of low individual incomes in Romania? a. A lack of valuable productive services to sell b. The population's overall unwillingness to work c. The nation's increased reliance on automation d. An increasing national level of inflation

EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU Material produced under Phare 2006 financial support PHARE TVET RO2006/ Multiple choice questions Do’s and don'ts Ensure stem and responses are grammatical consistent eg A chain of islands is called an: a. archipelago. b. peninsula. c. polder d. moraine.

EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU Material produced under Phare 2006 financial support PHARE TVET RO2006/ Multiple choice questions Do’s and don'ts Avoid using similar word in stem and response eg The height to which a water dam is built depends on a. the length of the reserve behind the dam b. the volume of water behind the dam c. the height of water behind the dam d. the strength of the reinforcing wall

EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU Material produced under Phare 2006 financial support PHARE TVET RO2006/ Multiple choice questions Do’s and don'ts Place correct responses randomly - no pattern in the reponses e.g. DCBADCBA ….. When possible, present alternatives in some logical order eg dates

EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU Material produced under Phare 2006 financial support PHARE TVET RO2006/ Multiple choice questions Do’s and don’t’s Be certain there is only one best or correct response to the stem Ensure ALL responses are plausible Questions are to be independent

EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU Material produced under Phare 2006 financial support PHARE TVET RO2006/ Multiple choice questions Do’s and don’t’s Avoid the use of absolutes which would permit a test-wise but unprepared learner to respond correctly Absolutes refer to sweeping terms like "all" "always" "none" "never" "impossible” Statements including such terms are more likely to be false

EUROPEAN UNION Project financed under Phare MoERI/ NCVETD - PIU Material produced under Phare 2006 financial support PHARE TVET RO2006/ Multiple uses of MCQ Designing a interactive face-to-face session around a few MCQs MCQs can be presented in a variety of ways in face-to-face sessions Short tests for diagnostic feedback Multiple choice questions for group discussion