Assessment - where to from here?

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Assessment where to from here?

• Geoffrey Crisp
• Dean Learning and Teaching, RMIT
• ALTC National Teaching Fellow

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http//www.transformingassessment.com
Shamim Joarder
Mathew Hillier
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Your future student
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Learning and assessment

• Employers, professional bodies and the community
  are expecting graduates to be able to perform
  appropriately in proactive, task-directed ways
  where they implement their discipline specific
  knowledge in a context that involves many
  stakeholders
• Universities are more often concerned with
  students mastering the conceptual understanding
  of core discipline principles and applying these
  to artificially constructed tasks designed for
  assessments that can be easily delivered and
  marked

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21st century employability skills
Ways of thinking Creativity and innovation critical thinking, problem solving learning to learn, metacognition
Ways of working Communication collaboration (teamwork)
Tools for working Information literacy ICT literacy discipline resources and tools
Living in the world Citizenship local and global life and career personal and social responsibility
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Assessing 21st century skills

• students receive a strong message about the
  relative importance of knowledge recall versus
  the broader competencies such as approaches to
  problem solving, creativity, collaboration and
  social context through the weighting that
  teachers apply to the assessment task
• students will use these weightings to decide
  where to place their efforts in completing the
  task

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Authentic learning and assessment inverted
curriculum approach
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Rethinking curriculum design

• We need to rethink our curriculum design so that
  it facilitates both the development and
  assessment of discipline skills and capabilities,
  as well as the application of these skills and
  capabilities in an authentic environment in
  collaboration with other people and resources

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Resources for 21st century teaching
http//www.bized.co.uk/learn/learn.htm
1/10/2019
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Resources for 21st century teaching
http//www.bized.co.uk/
1/10/2019
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Purpose of assessment
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Assessment in LMS
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Bobby Elliot and assessment 1.5 to 2.0
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Interactive e-assessment design
Separate the interactive tool/object/artefact
from the question and the feedback
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Interactive spreadsheets in assessment
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Interactive tools for learning and assessment
Java applets
http//www.jelsim.org/content/applets/bizstartup/i
ndex.html
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Interactive Java applets
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Role-plays
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Fablusi Role-play software
http//www.fablusi.com
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What Happens in a Role Play?
Reflection Learning
Reflection Learning
Adopt a role
Adopt a role
Issues problems occur
Issues problems occur
Interaction debate
Interaction debate
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Scenario based learning - SBLi
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You need to decide

• whether a norm-referenced or criterion-referenced
  assessment scheme is more appropriate for the
  particular learning outcomes
• whether the process of solving a problem and the
  product of solving a problem are both assessed,
  and what is the relative weighting for the two
  components
• whether constructed or selected responses are
  appropriate

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You need to decide

• convergent type, in which one correct answer is
  expected, and divergent responses, in which the
  answer depends on opinion or analysis (Torrance
  et al., 2001)
• convergent assessment has its origins in
  mastery-learning models and involves assessment
  of the student by the master-teacher
• divergent assessment is often associated with a
  constructivist view of learning, where the
  teacher and student engage collaboratively within
  Vygotskys (1986) zone of proximal development

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Assessing 21st century skills

• for declarative knowledge (knowing what) that
  forms part of the core traditional skills and
  understandings in a discipline, student responses
  can be readily compared to expected responses and
  judged as correct or incorrect
• the idea that valid and reliable inferences can
  be made about students acquisition of 21st
  century skills by judging students responses as
  only correct or incorrect is too simple an
  approach for the assessment of complex
  capabilities

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Assessing 21st century skills

• for these new skills, our assessment designs need
  to accept multiple solutions to a problem or
  issue and provide feedback to students on their
  chosen strategies that have been used to solve
  the problem

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Assessing 21st century skills

• designing assessments that are capable of
  tracking the strategies students employ to
  complete the assigned task requires a holistic
  approach to judging the evidence presented by the
  student
• students can be asked to construct responses
  using the strategies that they have identified
  and developed during a course

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Assessing 21st century skills

• these competencies will be a mix of discipline
  specific knowledge and understandings, as well as
  an array of broader competencies and strategies
  that are more aligned with 21st century
  employability skills

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Second Life Virtual worlds
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SLOODLE Second Life in Moodle
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Augmented Reality
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Game based assessment

• many of the traditional forms of assessment we
  currently use in universities interrupt the flow
  of student engagement by separating the learning
  and assessment as time and location specific
  activities
• stealth assessment challenges many of our current
  concepts about learning and assessment by
  proposing that teachers design learning and
  assessment activities that are continuous and not
  separated by time or space
• evidence of learning and capability development
  could be collected continuously without
  interrupting the flow of students learning

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Game-based learning

• embedding assessment tasks within virtual world
  activities would provide a convenient way to
  track student performance and their application
  of many of the 21st century skills
• Shute has described the principle of stealth
  assessment which involves the systematic
  collection of evidence about users actions
  during online games without interrupting the flow
  of the game (Shute, Ventura, Bauer
  Zapata-Rivera, 2009)

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http//www.worldwithoutoil.org
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World without oil
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http//blog.urgentevoke.net
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21st century teaching
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http//www.transformingassessment.com
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