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Similar a E assessment Josie Taylor
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E assessment Josie Taylor
- 1. Assessment, technology and learning: who is in the driving seat? Prof Josie Taylor Director, Institute of Educational Technology, The Open University Middlesex, 2011
- 10. Process of emancipation for new learners as confidence builds Lots of other stops along the way...
- 15. Ecological Space in which learning happens Members feel some connection – they care Contribute when you want
- 16. Affinity Spaces Gee (2009)
- 19. The e-Assessment Challenge Slide courtesy of D.Whitelock, 2011 … Pull of institutional reliability and accountability … Push of Constructivist Learning
- 20. Assessment 2.0 Denise Whitelock Characteristics of Assessment 2.0, Elliott (2008) in Whitelock (2010) Characteristic Descriptor Authentic Involving real-world knowledge and skills Personalised Tailored to the knowledge, skills and interests of each student Negotiated Agreed between the learner and the teacher Engaging Involving the personal interests of the students Recognition of existing skills Willing to accredit the student’s existing work Deep Assessing deep knowledge – not memorization Problem orientated Original tasks requiring genuine problem solving skills Collaboratively produced Produced in partnership with fellow students Peer and self assessed Involving self reflection and peer review Tool supported Encouraging the use of ICT
- 22. The 4Ts pyramid to facilitate moving forward with Assessment Frameworks and Web 2.0 Tools Tool development Adapted from Whitelock (2010) Transformation of Assessment tasks Tool development Training of Staff Transfer of learning from assessment tasks which include Advice for Learning
- 30. openlearn KNOWLEDGE World Service Global News
Notas del editor
- One of the challenges for tertiary education will be the drive toward openness resulting from web 2.0/3.0 technologies. These are becoming a more and more familiar part of our lives now, and will increasingly be so in the future. This is not technological determinism – the key point is that social media are optional. You can choose not to use them if you wish, and many other means will still be available to people to achieve their goals. However institutions will be challenged by populations of students who want to use these media to serve both formal and informal learning.
- An example of things to come …
- What sorts of people are using this system?
- If the people using the system are not registered with an institution, how are they defining their learning goals?
- This is not a comprehensive view – just a few random points on a trajectory. But who is driving this progression, and how? If the institution gets involved, is it compromising learner autonomy? Or can we support that autonomy in appropriate ways?
- But the positioning of the learner with regard to the academy, or the institution, is interestingly balanced. Who has the last say in what is valid for study? This issue is picked up in the literature around digital literacies.
- Learners do not come as empty vessels – constructivist approaches. Texts have traditionally been the means by which institutional authority has been sustained, coupled with assessment processes. However, not only are learners breaking free from the academy, so are texts.
- Lea and Jones highlight the fact that although we have studies of students’ position with regard to technology, we have very little in the way of detailed study of engagement.
- The ecological approach to media use can help to an extent. At the OU we have been looking at the cultural communities that grow around our technologies (OpenLearn, iSpot, Cloudworks), and observing the activities they support. We are now doing it now for ITunesU and UTube
- The nature of the community and the flattening of authority
- Consistent with affinity spaces, a concept developed by Gee.
- Informal learning in an affinity space is much more optional, much more dependent on self motivation. Students may be equally keen on some form of assessment to keep themselves motivated.
- Things good assessment practice supports! Lets push a bit deeper into that pedagogy
- Whitelock points us to the work of Elliott, who identifies the characteristics of Web 2.0 assessment. These are very consistent with the work of Gee and Jenkins mentioned earlier. Note the collaborative, personalised nature of the activity.
- Bartlett-Bragg elaborates a pedagogy for self-publishing as a means of assessment focused around reflection and peer review. Whitelock advises that frameworks such as this require a supportive infrastructure because its not just a case of developing tools and promoting collaboration. Staff need to know how to capitalise on the affordancies of web 2.0. to reconceptualise their assessment practice. Students also need to know what to do next.
- Hence the 4Ts pyramid. As tutors realise how to transform assessment to take advantage of web 2.0, so learners will be able to development their independence. However, we need to support that transfer.
- Whitelock’s notion of ‘Advice for Action’ emphasises that if students don’t know what to do next, the value of assessment feedback/feedforward is limited. We can be more explicit about this. E.g. Open Comment
- Whitelock and Watt have developed both Open Mentor (which supports tutors in their assessment activity) and Open Comment (which assists students in submitting better assessed pieces of writing).
- This approach of providing open feedback is being trialled in the Arts faculty – students are able to benefit from comments prior to formal submission of assessed work.
- What students expect to do in any learning activity is related to their conception of learning – broadly ‘passive’ or ‘active’ – and the perceived assessment requirements.
- In this context, motivation should not be a problem.
- Across many of the social networking applications, we can now support a much wider range of audiences on the long tail – who were increasingly discovering, recommending, and linking the OU on a range of platforms and media outlets. Its not all about what the institution can do by itself…