1. Assessment 2.0
Luís Tinoca
Institute of Education
University of Lisbon

2. Agenda
Web 2.0:
New learning landscapes
Learning 2.0:
New learning cultures
Assessment 2.0:
the chalenges of e-
assessment

3. New learning landscapes

4. Web 2.0

5. Bologna Process
(European Commission, 2008)
challenged higher education to
promote learning environments that are
centered in the development of
competences

6. The e-learning explosion
The emergence of new digitally
supported learning environments
Garrisson & Anderson (2003),
McConnell (2006),
Pereira et al. (2009)
• Collaborative
• Student centered

7. Language and communication
• Four main types of metacompetences
(Pereira et al., 2009):
» Problem solving
» Group work
» Metacognitive
» Fluency in ICT use

8. New learning culture
8

9. Learning
Complicated  Complex
Technological mediation
Learning theories 2.0
Student centered  Participative
Open  Transparent

10. Learning 2.0
(Redecker, 2009)
• Conectivism (Siemens, 2005)
• Comunities of Learning
(Wenger et al., 2002)
• Comunities of Inquiry
(Garrison & Anderson, 2003)
• Produsage (Bruns & Humphreys,
2007)

11. C-Learning: learning with others
from e-learning to c-learning
Mota (2009)
Comunity
Comunication
Colaboration
Conections
Alec Couros (2006)
Learning is framed by social processes

12. Assessment 2.0

13. “Tell me how you assess
I ll tell you how you
teach”
Abrantes (1990)

14. A new assessment culture
Emerging from the growing criticism of
traditional testing methods relating to
the unrealistic nature of the tests, the
loss of faith in them as valid measures
of learning, and an over-reliance on
tests as the ultimate
goal of the instruction
process.

15. Assessment OF learning
assessment focused on measurement
and scaling

16. Assessment FOR learning
assessment meant
for the students,
through feedback,
to understand their
own learning
processes and
the goals that they
intend to achieve

17. From psychometrics to edumetrics
Edumetrics criteria are recognized as more valid
and fair for competence based assessment, given
their emphasis in flexibility and authenticity, as
well as their integration into the learning process
valuing the formative function of assessment

18. The challenge of e-assessment
“Confusion of tongues”
“e-assessment occurs when there is an automated
marking/response to student input on-screen in a
test, informing on the process of answering a
question and providing feedback to learners and
their teachers through well-crafted advice and
reports”. (Beevers, 2010)
“e-assessment is sometimes used to refer solely
to on-screen assessment but, in its broadest
sense, can refer to all technology-enabled
assessment activities”. (JISC, 2010)

19. e-assessment
our definition
e-assessment refers to all technology-enabled
assessment activities where the design and
student activities (complete, present, submit)
must be mediated by technologies.
It is regarded as optional the format in which the
instructor presents the assignment, as well as
the way feedback is provided
@ssess – project financed through FCT (PTDC/CPE-CED/104373/2008)

20. Steps of an
e-assessment strategy
Student
• design • classification
• presentation • complete • feedback
• present
• submit
Instructor Instructor
must be mediated by technologies

21. e-assessment benefits (JISC, 2010)
• Greater variety and authenticity in assessment designs
• Improved learner engagement
• Choice in the timing and location of assessments
• Capture of wider skills and attributes
• Efficient submission, marking, moderation and
data storage
• Consistent, accurate results
• Increased opportunities for learners to act on feedback

22. Conceptual framework for
e-assessment
authenticity
consistency e-assessment transparency
practicability

23. E-assessment
authenticity consistency transparency practicability
instruction-
similarity assessment democratization cost
alignment
multiple
complexity engagement efficiency
indicators
relevant
adequacy visibility sustainability
criteria
competences-
significance assessment impact
alignment

24. Authenticity
• Similarity – competeces needed in
real/professioanl life
• Complexity – cognitive chalenge
• Adequacy – adequate performing
conditions
• Significance – value for students,
instructors and employers

25. Consistency
This dimension emerges as an answer to the
traditional demands for validity and reliability,
associated with psychometric indicators.
• Instruction-assessment alignment
• Relevant criteria
• Competences-assessment alignment
• Multiple indicators – assessment methods,
contexts and assessors

26. Transparency
• Democratization – availability and
participation
• Engagement – participation in the
definition of the learning
goals
• Visibility – present/share
processes and/or products
• Impact – effect on the learning process
and on course design

27. Practicability
• Cost – time, digital resources,
training, …
• Efficiency
• Sustainability – implement and sustain
the proposed assessment design,
taking into account the learner profiles
and the contextual constraints, both for
the organizations and for the assessors

28. Discussion
These dimensions are articulated, representing several
degrees of reciprocal interdependence.
The criteria, more than just illustrating
the different features of each dimension,
allow for the operational description of
each criterion stage of implementation, and so contribute
to the evaluation of the achieved assessment strategy
quality level.

29. Discussion
What can be the contributions of
e-assessment for the assessment culture?
How can e-assessment be used
for internal improvement and
external accreditation?
From a research standpoint should all
dimensions be regarded as equally
important?

30. Thank You!
Gracias!
Obrigado!
I care so I share
http://www.slideshare.net/luistinoca
ltinoca@ie.ul.pt
@luistinoca