Assessment 2.0
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Assessment in theage of Web 2.0
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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
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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
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Computer-based assessment Characteristics
E-testing E-portfolios Simulations
Embedded in most VLEs Stand-alone systems Familiar to students and teachers
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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
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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?
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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
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User-generated content Architecture of
participation Network effects Openness Data on an epic scale Power of the crowd
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IMMIGRANT NATIVE
Use Web Active learning Authentic tasks Goal oriented Search Google Collaborate
Use books Passive learning Contrived tasks Process oriented Memorise Library Compete
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Authentic Personalised Negotiated Collaborative Recognises existing skills
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Naturally occurring Digital Multimedia Distributed
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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
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“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.”
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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?”
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Plagiarism Authentication Up-skilling assessors Authentic assessment Rubrics for collaboration
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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
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“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.”
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Scottish Qualifications [email protected]