Assessment in theage of Web 2.0

Look at ways of using Web 2.0 for assessment

Explore evolution of assessment Look at current assessment practice

Assessment 1.0 Assessment 1.5

Describe Web 2.0 Look at today’s students Examine ways of modernising assessment

Assessment from 618AD to today Characteristics

Paper-based Classroom based Formalised Synchronised Controlled Industrialised

Changed little since early 20th Century Enjoys public and political confidence

Computer-based assessment Characteristics

E-testing E-portfolios Simulations

Embedded in most VLEs Stand-alone systems Familiar to students and teachers

Expensive to run Doesn’t scale well

Inflexible Arranged around diets One size fits all (not personalised)

Drives teaching and learning “Teaching to the test” Memorisation not understanding

Not delivering contemporary skills Collaboration, problem solving, flexibility

Imitates traditional assessment “Reproducing the paper experience” Limited question types Crude simulations

E-portfolios: little more than online storage?

Individualistic Competitive/anti-collaborative Simply automates Assessment 1.0?

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

User-generated content Architecture of

participation Network effects Openness Data on an epic scale Power of the crowd

IMMIGRANT NATIVE

Use Web Active learning Authentic tasks Goal oriented Search Google Collaborate

Use books Passive learning Contrived tasks Process oriented Memorise Library Compete

Authentic Personalised Negotiated Collaborative Recognises existing skills

Naturally occurring Digital Multimedia Distributed

Web service Example Cycle Use(s)

Personal portal Netvibes Evidence organisation Combining Web services on single page

E-mail Google Mail Evidence storageStoring evidence and searching archive for evidence

Blog Wordpress Evidence organisationRecording activities; e-portfolio;

log-book/diary

RSS Bloglines Evidence discovery Subscribing to evidence sources

Social bookmarking Del.icio.us Evidence captureCapturing URLs of potential evidence

sources

Instant messaging MSN Evidence discovery Discussion; group work; collaboration

VOIP Skype Evidence captureCapturing audio evidence; candidate authentication

Wiki Wikispaces Evidence creationCollaborative 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

“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.”

It’s crude but 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?”

Plagiarism Authentication Up-skilling assessors Authentic assessment Rubrics for collaboration

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

Technology Web 3.0 Ubiquitous computing

“Some people say that TV and radio were meant to revolutionise learning – and didn’t. But they did. They just didn’t change the learning that takes place in classrooms.”

“It will not be easy but the next generation will create new models of scholarly publishing and learning regardless of whether we choose to participate. The only question will be what role we carve out for ourselves.”

Scottish Qualifications Authoritybobby.elliott@sqa.org.uk