Heading 1 Heading 2 Heading 3 Heading 4 Heading We should - - PowerPoint PPT Presentation

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Heading 1 Heading 2 Heading 3 Heading 4 Heading We should - - PowerPoint PPT Presentation

Jul 06, 2023 311 likes •676 views

Heading 1 Heading 2 Heading 3 Heading 4 Heading We should assess what is important and not what is easy to assess Twitter: #eduhubdays17 5 What value do we place on Heading student responses? The idea that valid and reliable

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We should assess what is important and not what is easy to assess

Twitter: #eduhubdays17

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What value do we place on student responses?

The idea that valid and reliable inferences can be made about students’ acquisition of 21st century skills through judging responses as correct or incorrect is too simple an approach for the assessment of complex capabilities

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convergent type, in which one correct answer is expected, and divergent responses, in which the answer depends on

  • pinion or analysis (Torrance et al., 2001)

convergent assessment has its origins in mastery-learning models and involves assessment of the student by the master-teacher divergent assessment is often associated with a constructivist view of learning, where the teacher and student engage collaboratively within Vygotsky’s (1986) zone of proximal development

Assessment responses

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Assessment tasks should be worth doing

  • if students can answer your questions by copying from

the web, maybe you are asking the wrong questions

  • if students can answer your questions by using

Google, maybe you are asking the wrong questions

  • if students can answer your questions by guessing,

maybe you are asking the wrong questions

Why am I doing this course?

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Assessing 21st century skills

For 21st century skills, our assessment designs need to accept multiple solutions to a problem or issue and provide feedback to students on their chosen strategies that have been used to solve the problem diagnostic assessment (before learning) formative assessment (during learning) summative assessment (after learning) integrative assessment (future learning)

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How I teach

  • with

technology

  • with others
  • with

inspiration

Where I assess

  • nline
  • at home
  • at work
  • in class

Where I teach

  • anywhere
  • collaborative

classrooms

  • nline

How I assess

  • authentic
  • flexible
  • negotiated

Changing assessment practices

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Assessment Task Type

Abstract Literature Review Simulation Annotated Bibliography Log/Workbook Student negotiated assessment Blog (or weblog) Peer Review Journal Case Study Performance Simulation Critique Poster presentation Student negotiated assessment Debate Portfolio Research Paper Demonstration Practicum/Clinical Placement Thesis Design/Drawing/Plan/ Sketch Presentation (individual or group) Workshop Discussion posts (online) Problem Solving Interview Essay Project Minutes Examination mid or end (invigilated) Quiz/Test Model/Artefact Examination mid or end (take home) Reflection Modelling (theoretical) Exhibition Report Oral Examination / Viva Voce Field Notes/Report Self Assessment Laboratory/Practical

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Quizzes with interactive tools

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Interactive spreadsheets in assessment

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QuickTime VR or YouTube videos

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Remote Labs

We can rethink the type of questions we ask if students have access to live data and resources in the assessment

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Scenario based learning - SBLi

The importance of capturing students’ decision points

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https://m.youtube.com/watch?v=qvDe3SMADzg

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Habworlds

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https://www.smartsparrow.com/

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https://www.best.edu.au/

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https://inspark.education/

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https://playconomics.com/

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Learning and assessment analytics

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Simple assessment analytics

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Person Item map – which are the difficult questions?

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Assessment by design

Using negotiated assessments in higher education Hook, A and Bodell, SJ 2010 http:// usir.salford.ac.uk/19324

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E-exams – Mathew Hillier

http://www.transformingexams.com

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http://transformingassessment.com

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The traditional meaning of the inukshuk is "Someone was here" or "You are on the right path."