Teaching with Technology seminar on assessment of online conversations August 2014
-
Upload
alan-cliff -
Category
Education
-
view
5 -
download
0
Transcript of Teaching with Technology seminar on assessment of online conversations August 2014
What are we talking about?� Forums
� Chat rooms
� Blogs
� Electronic ‘spaces’
� Other?
Theoretical framing� Learning potential assessment (Vygotsky; Sternberg
and Grigorenko; Poehner)
� Social constructivism and constructive alignment (Biggs; Rust)
� Assessment of qualitative differences / taxonomic approaches (Marton; Bloom; Krathwohl)
� Adult learning theory, particularly critical reflection (Brookfield)
Myths and misconceptions� Online assessment is more difficult than
conventional assessment
� Online assessment is easier than conventional assessment!
� Oral assessment is more subjective than written assessment
� Formative learning cannot or should not be assessed
Why online learning?� A continuum from very informal spaces to guided
reflective moments (cf. Brookfield) to highly intentional, structured learning moments
� A continuum from student-directed and led to lecturer-directed and led
� A space for dialogue and meaning-making
� A practice / try-out space
� Knowledge-building
� A space for challenge
� A learning community space
Design issues as impact� Lecturer as participant or not
� The learning purpose:� Knowledge-making� Knowledge-production� Degrees of student autonomy� Critiques / evaluation� Cognitive / affective /social issues� Lecturer as ‘voyeur’ / discussant� Learning analytics issues� Ethics
Focuses of assessment� Content focuses: what participants interact about
� Concept focuses: conceptions and misconceptions
� Change / formative focuses: the object is in what ways and by how much a student or group changes
� ‘Flipped’ opportunities: pre-lecture focuses; other-than-lecture focuses; augmented focuses
� Assignment focuses: students share their work with one another
Assessment choices� Discussion with students / external participants
� To ‘count’ or not to ‘count’? (Should the conversation be for marks)
� What counts: the content; the concept; the grappling; the reflective quality; the extent of change?
� Intentional, guided activity
� Rubric or feedback guide to participants
� Formative or summative?