1. + Types & Modes of assessment Es204 / 222 Assessment & feedback : Dr Justin rami 2012

2. + Some types of assessment E-assessment & Blended learning assessment Diagnostic assessment Authentic & Performance assessment Self and Peer assessment

3. E-Assessment E stands for ‘Electronic’ European Union definition of E-Learning: ‘the use of new multimedia technologies and the Internet to improve the quality of learning by facilitating access to resources as well as remote exchanges and collaboration’ (CEC, 2001) E-Assessment is a broad-based term covering a range of activities in which digital technologies are used in assessment. Different degrees of use of technologies (ICT): Computer-based assessment (CBA) Computer-assisted assessment (CAA)

4. What forms of e-assessment? From traditional processes to more integrated use of technologies Source: Becta, 2006

5. What forms of e-assessment? E-portfolios = collection of [scaffolded] web- based tasks… these could include Web searches/evaluations Online discussions (use of VLE= virtual learning environments such as WebCT, Blackboard, Moodle…) Website evaluations Podcasting of peformances Wikies & Blogs for learning diaries entries Electronic Learning Logs

6. What forms of e-assessment? But also… Online multiple choice exams/tests (with or without responsive technology) Group work –Collaborative forms of assessment ie through discussion of a topic solve a specific problem (benefit = all contributions recorded and visible= all students accountable = clearer idea of individual contributions of group work)

7. + E-assessment Take 5 minutes to respond the following with fellow students Is it suitable for all contexts? What are the challenges in terms of resources? Can it be used for all purposes? Better for beginning, end, half-way, in progress (process oriented) assessment? Reflection Pitstop

8. Blended learning assessment Not “either/or” but “both/and” Use mixed modes, according to circumstances and goals Issues: Supplement or integrate? ICTs in classroom or at a distance? Expertise in both forms of assessment Technology: access, expertise Creativity?

9. + Diagnostic assessment Getting to know my trainees / learners: How? What existing knowledge, skills, attitudes, interests do my students possess? Am I sufficiently aware of individual differences? What programme & modifications are required to meet the needs of individual students?

10. Diagnostic assessment Two definitions/functions of diagnostic assessment depending on when assessment happens Before or a the beginning of the course: It is a form of needs analysis It is a syllabus planning device It is a screening device During the course: It involves making judgments as to how a pupil is performing against predetermined criteria It overlaps with formative assessment

11. + Diagnostic assessment dimensions FORMAL Standardised tests to assess skill levels to obtain standardised data Providing information on teaching effectiveness for external review Organised formally by:  Schools  Departments  Educational Authorities  …on a National basis INFORMAL Ongoing Assessing development Specific assignments may be set with a view to assessing key skills Providing information on teaching effectiveness for teacher professional development Organised by teacher as a form of classroom assessment

12. + Diagnostic assessment What method? Are some methods more suited than others? What about the following? Are they all/some/none suitable? Observation of performance/learning behaviour Oral interview Written exam Essay Multiple choice test Learning portfolio Reflection Pitstop

13. Any type of assessment that requires to demonstrate skills, knowledge and competence that realistically represent scenarios and problems likely to be encountered in real life. Authentic assessment Problem-based learning (PBL) Performance assessment Practice Orientated Assessment

14. + QUAL PRAXIS Model Stenström & Laine, 2006

15. + Authentic assessment characteristics It is more than skills measurement… Assessment activities are direct models of reality Assessment tasks integrate theoretical and practical knowledge Personal and professional experience valued Learners generate new knowledge Learners connect with assessment activity Learners reflect on experience

16. + Authentic assessment Meaningful activities Real activities Real engagement (versus superficial/strategic attitude) More lasting learning effects Relevance to professional practice Learn by doing

17. + Self-assessment: what is it? Self assessment is a process where students are involved in and are responsible for assessing their own piece of work. It encourages students to become independent learners and can increase their motivation.

18. + Self-assessment: why? Self assessment may be used to help develop in students the ability to examine and think critically about their learning help students to determine what criteria should be used in judging their work and to apply these objectively to their own work in order to facilitate their continuing learning. be undertaken as part of the assessment requirements of a course or as an exercise within the course's requirements.

19. + Examples of self-assessment Reflection diaries Rubrics & assessment grids to self-evaluate own work Students internalize the criteria for high-quality work. Students who see clear models of work that meet the standards and understand why the work meets the standards will begin to make comparisons between their performance and the Exemplars presented. As tasks become more complex and open ended, it is essential that more than one model be provided to assure that students understand different strategies to meet the standards.

20. + An example of a Rubric (also known as Performance Grid) Levels of performance Descriptors for levels of performance that can be used to help self- assessment

21. + How is self-assessment used? (Boud 1995) For individual self-monitoring and checking progress As way to promote good learning practices and learning how to learn skills For diagnosis and remediation As a substitute for other forms of assessment

22. + How is self-assessment used? continued (Boud 1995) To review achievements as a prelude to recognition of prior learning For self-knowledge and self understanding To consolidate learning in a wide range of contexts As a learning activity to improve professional practice

23. + Self assessment: some problematic issues Accountability? Reliability? Resistance from students and staff Who designs the assessment criteria? Is it integrated, or supplemental to other forms of assessment? Would students engage in self-assessment if it weren’t compulsory?

24. + Group assessment : Pros Foster team-work Share work-load and responsibility (when it works!) Replicates real-life situations Students benefit from sharing their views with others Encourages structured approach (allocation of tasks within a group, sequencing of activities, concerted activities) Often used for developing “soft skills”

25. + Examples of group activities Research a topic, report & solve a problem in consultation with group Construct an artifact as a group (where different group members contribute with the preparation of a component) + present it to the reminder of the class illustrating benefits and value Online discussion of a topic with various group members + summary+ preparation of a report

26. + Group assessment : Cons Not everybody pulls his/her weight. Issue of responsibility towards other group members Difficulty in allocating individual marks to group members: group mark: all group members are awarded the same mark or individual marks for each members (should there be different assessment criteria for the activities carried out by each group?

27. + Peer assessment: Pros May foster reflection on own learning Encourages learners to make an effort to understand assessment criteria in order to apply them May develop professional practice (in the case of teacher training for instance)

28. + Peer assessment: Cons Reliability? Accountability? The above two factors are still causing some degree of resistance towards peer assessment particularly in terms of summative uses of assessment Does it save time for the teacher/trainer?