Transcript Assessment 2.0 - TENCompetence

ASSESSMENT 2.0
Assessment in the age of Web 2.0
Bobby Elliott
[email protected]
Summary of presentation
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Traditional assessment has served us well
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But it’s time for change
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We’re going though a cultural revolution
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Education has resisted change
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The contemporary classroom is detached from reality
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We need to modernise education
 Including
assessment
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E-assessment systems are not the answer
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We should use the tools that are natural to today’s learners
Evolution of assessment
Tool-assisted assessment
(Assessment 2.0)
Computer-based assessment
(Assessment 1.5)
Traditional assessment
(Assessment 1.0)
Assessment 1.0
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Assessment from 618AD to today
Characteristics
Paper-based
 Classroom based
 Formalised
 Synchronised
 Controlled
 Industrialised
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Enjoys public and political confidence
Changed little since early 20th Century
Spot the difference
Assessment 1.5
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Computer-based assessment
Types
 E-testing
 E-portfolios
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Embedded in most VLEs
Stand-alone systems
Familiar to students and teachers
Problems with 1.0…
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Expensive to run
 Doesn’t
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scale well
Inflexible
 Arranged
around diets
 One size fits all (not personalised)

Not delivering contemporary skills
 Collaboration,

problem solving, flexibility
Drives teaching and learning
 “Teaching
to the test”
 Memorisation not understanding
“Problem solving is
really done through
memorisation”
“Memorisation is
valueless when students
are one click away from
Google and Wikipedia”
And problems with 1.5…

Imitates traditional assessment
 “Reproduces
the paper experience”
 “Completely locks-down the computer”
 Limited question types
 Crude simulations
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E-portfolios: little more than online storage?
Simply automates Assessment 1.0?
 Still
assessing memorisation
 Not really modernising assessment

Constrain innovation in assessment?
Student perceptions
Artificial and contrived
 Something that is done to them
 Doesn’t measure anything important
 Hurdle to be jumped

 Not
part of their learning
 Sole purpose of their learning
Cultural revolution
Web 2.0
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User-generated content
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Architecture of participation
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Network effects
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Openness
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Data on an epic scale
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Power of the crowd
New types of learner?
“Net Geners”
Digital natives
IMMIGRANT
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Use books
Passive learning
Contrived tasks
Process oriented
Memorise
Library
Compete
NATIVE
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Use Web
Active learning
Authentic tasks
Goal oriented
Search
Google
Collaborate
Old types of rules…
Hidden curriculum
Wikipedia
Google
Skype
Assignment
Assessment 2.0
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Authentic
Natural
Personalised
Negotiated
Problem-based
Deep
Collaborative
Peer and self-assessed
Tool supported
Evidence
Facebook
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Naturally occurring
del.icio.us
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Skype
Digital
Student
Multimedia
Distributed
Google
mail
Wikipedia
MSN
Assessment 1.0 v Assessment 2.0
Assessment 1.0
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Given
Done alone
Descriptive
Text
Closed book
Done in class
Teacher assessed
Assessment 2.0
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Negotiated
Done collaboratively
Researched/Deep
Text/audio/video
Open web
Done anywhere
Self- and peer-assessed
Assessment 1.0 v Assessment 2.0
Assessment 1.0
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Write an essay
describing the rise of
Fascism in Germany
during the period
1932-39.
You may not confer nor
refer to notes or other
reference material.
Assessment 2.0
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Working with other
students, choose an
aspect of the rise of
Fascism in Germany
during the 1930’s and
research this.
Create a team blog to
record your findings.
Assessment 1.0 v Assessment 2.0
The essay
In February 1933 the
Reichstag was burnt
down. In March 1933
the Nazis won 44% of
the popular vote making
it the largest party in
Germany. The Nazis
were bad. The Allies were
good.
The blog
Web 2.0 services
Web service
Example
Cycle
Use(s)
Combining Web services on single page
Personal portal
Netvibes
Evidence organisation
E-mail
Google Mail
Evidence storage
Blog
Wordpress
Evidence organisation
RSS
Bloglines
Evidence discovery
Social bookmarking
Del.icio.us
Evidence capture
Instant messaging
MSN
Evidence discovery
VOIP
Skype
Evidence capture
Wiki
Wikispaces
Evidence creation
Collaborative writing; projects; research findings; group
work
Search engine
Live Search
Evidence discovery
Locating evidence
Online storage
Box.net
Evidence organisation
Saving and storing evidence
Video upload
YouTube
Evidence storage
Creating and storing video evidence
Social network
Facebook
Evidence discovery
Collaborating and publishing evidence
Storing evidence and searching archive for evidence
Recording activities; e-portfolio; log-book/diary
Subscribing to evidence sources
Capturing URLs of potential evidence sources
Discussion; group work; collaboration
Capturing audio evidence; candidate authentication
The case for abandoning your VLE/CAA…
“Because you’re pouring money into a black
hole that students don’t like, which is
unnatural to them, which can’t possibly
keep up with developments on the Web, and
which is little more than a comfort blanket
to teachers who can’t, or won’t, embrace
the 21st Century.”
The case for retaining your VLE/CAA…
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It’s an important evolutionary step
Not every student is a digital native
Not every teacher can use Web 2.0
 “I
can’t get my staff to use the quiz in Moodle so what
chance is there that they’ll embrace Web 2.0?”
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It solves immediate problems
 reduces
cost of assessment
 supports assessment on demand (life long learning)
Challenges posed by Assessment 2.0
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Plagiarism
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Authentication
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Authentic assessment
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Up-skilling assessors
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Rubrics for collaboration
 How
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to assess a group blog?
Peer and self-assessment
The future

Education
 Education
as differentiator in global economy
 Growth of life-long learning
 Growth of e-learning

especially mobile learning
 Personalised
learning/assessment
 Recognition of informal learning
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Technology
 Web
3.0
 Ubiquitous computing
Summary
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Traditional assessment is past its sell-by date
E-assessment imitates traditional assessment
Ubiquitous computing will digitise everything
Education is becoming detached from reality
We should embrace ICT and the Internet
We should use the same tools that students use
Assessment 2.0 is half-baked
But we need to modernise assessment
…urgently