E-Assessment for the 21 st Century Graduate Geoffrey Crisp RMIT University

E-Assessment for the 21 st Century Graduate Shamim JoarderMathew Hillier

E-Assessment for the 21 st Century Graduate Outline of presentation introduction to learning and assessment traditional e-assessments examples of interactive e-assessments assessment in virtual environments assessment tasks for the future

E-Assessment for the 21 st Century Graduate University of Bologna, Laurentius de Voltolina 14 th century lecture The Yorck Project: Meisterwerke der Malerei. DVD-ROM, Is this your classroom?

E-Assessment for the 21 st Century Graduate 5 Typical learning and assessment today?

E-Assessment for the 21 st Century Graduate New learning environments for students and teachers 6

E-Assessment for the 21 st Century Graduate Rethinking curriculum design We need to rethink our curriculum design so that it facilitates both the development and assessment of discipline skills and capabilities, as well as the assessment of the application of these skills and capabilities in an authentic environment

E-Assessment for the 21 st Century Graduate 21 st century skills Ways of thinking Creativity and innovation; critical thinking, problem solving; learning to learn, metacognition Ways of workingCommunication; collaboration (teamwork) Tools for working Information literacy; ICT literacy Living in the world Citizenship – local and global; Life and career; personal, social responsibility 8 Table 1. Example of 21 st century employability skills (adapted from content by Ripley, 2010)

E-Assessment for the 21 st Century Graduate 9 Authentic learning and assessment – inverted curriculum approach

E-Assessment for the 21 st Century Graduate 10 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?

E-Assessment for the 21 st Century Graduate Different assessment types

E-Assessment for the 21 st Century Graduate Outline of presentation introduction to learning and assessment traditional e-assessments examples of interactive e-assessments assessment in virtual environments assessment tasks for the future

E-Assessment for the 21 st Century Graduate Question types - LMS

E-Assessment for the 21 st Century Graduate Bobby Elliot and assessment 1.5 to 2.0 Traditional assessment (Assessment 1.0) Computer-based assessment (Assessment 1.5) Tool-assisted assessment (Assessment 2.0)

E-Assessment for the 21 st Century Graduate 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 1.0Assessment 2.0

E-Assessment for the 21 st Century Graduate Outline of presentation introduction to learning and assessment traditional e-assessments examples of interactive e-assessments assessment in virtual environments assessment tasks for the future 16

E-Assessment for the 21 st Century Graduate Interactive e-assessment design Interactive tool Response Question 17 Separate the interactive tool/object/artefact from the question and the feedback

E-Assessment for the 21 st Century Graduate Guessing answers

E-Assessment for the 21 st Century Graduate 19 QuickTime VR

E-Assessment for the 21 st Century Graduate Interactive Java applets

E-Assessment for the 21 st Century Graduate 21 Interactivity - Chemistry Java applet

E-Assessment for the 21 st Century Graduate 22 Interactivity - Chemistry Java applet

E-Assessment for the 21 st Century Graduate Outline of presentation introduction to learning and assessment traditional e-assessments examples of interactive e-assessments assessment in virtual environments assessment tasks for the future 23

E-Assessment for the 21 st Century Graduate 24 Characteristics of Web 2.0 user-generated content encouragement and facilitation of participation access and openness (almost) unlimited data sources power of the crowd

E-Assessment for the 21 st Century Graduate 25 Self and Peer Assessment Tools

E-Assessment for the 21 st Century Graduate 26 What Happens in a Role Play? Adopt a role Issues & problems occur Reflection & Learning Interaction & debate Adopt a role Issues & problems occur Reflection & Learning Interaction & debate

E-Assessment for the 21 st Century Graduate Scenario based learning - SBLi 27

E-Assessment for the 21 st Century Graduate 28 Second Life – Virtual worlds

E-Assessment for the 21 st Century Graduate Second Life examples

E-Assessment for the 21 st Century Graduate Second Life examples

E-Assessment for the 21 st Century Graduate Second Life examples

E-Assessment for the 21 st Century Graduate Serious Games 32

E-Assessment for the 21 st Century Graduate Simulations and games 33

E-Assessment for the 21 st Century Graduate 34 Serious Games Institute - Coventry

E-Assessment for the 21 st Century Graduate 35 Augmented reality and virtual labs

E-Assessment for the 21 st Century Graduate Outline of presentation introduction to learning and assessment traditional e-assessments examples of interactive e-assessments assessment in virtual environments assessment tasks for the future 36

E-Assessment for the 21 st Century Graduate 37 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?

E-Assessment for the 21 st Century Graduate 38 The e-Assessment Handbook and HERDSA Guide

E-Assessment for the 21 st Century Graduate 39 Do you want the red pill or the blue pill?

E-Assessment for the 21 st Century Graduate References Nicol, D. J 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 Fostering and assessing ‘wicked’ competences. workspace/cetlcontent/documents/460d1d1481d0f.pdfhttp:// workspace/cetlcontent/documents/460d1d1481d0f.pdf Joughin, G Assessment, Learning and Judgement. In G. Joughin (Ed) Assessment, Learning and Judgement in Higher Education. Springer p Yorke, M 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