eAssessment

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e-Assessment

• An introduction to the why, what and how.

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Pre-requisite knowledge

• Before exploring this pack you should have looked
  at
• What is Accessibility?
• An Introduction to the Disability Legislation

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Why e-Assessment?

• Efficiency
• Simple low level knowledge can be tested
  frequently without teacher needing to be
  involved. Example bones of the skull. Drag and
  drop the right names to match the images. This
  quiz has been created using the free PictureGrid
  editor available from Tower Hamlets College. Go
  to http//www.tower.ac.uk/curweb and put the term
  picturegrid into the search box.
• NB PictureGrid produces three outputs a web
  based quiz, a Word based quiz and a PowerPoint
  based quiz. In this example the Word based sample
  has been used.

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Why e-Assessment?

• Efficiency
• By getting the learners to work in groups
  creating online assessments, deep learning takes
  place AND multiple quizzes can be produced
  simultaneously. Example - language practice.
  This Hot Potato example was produced by teaching
  the learners how to create the quizzes and
  getting them to work in pairs to produce
  vocabulary tests for one another.
• Download Hot Potatoes from http//www.halfbakedso
  ftware.com/hot_pot.php
• If your browser restricts active content it is
  safe to click on the dialogue box and select
  Allow blocked content on all these quizzes.
• NB These drag and drop quizzes only work if they
  all fit on the same screen. If creating such a
  quiz, reduce the number of questions if necessary
  to make them fit on one screen.

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Why e-Assessment?

• Formative
• By effectively using the feedback function in the
  software, testing can be more like a conversation
  with the teacher or even a conversation with the
  examiner. Answers do not need to be seen as right
  or wrong but stronger or weaker, as in the Hot
  Potato examples below
• Economics example actual student answers from
  an A level mock exam are included here. By
  clicking on the different student answers you get
  the examiner feedback.
• English example this is part of a suite of
  quizzes designed to create a conversation with
  the teacher about extracts from a series of
  books on the syllabus.

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Why e-Assessment?

• Contextualised
• The use of images, sound or even video clips in
  the quizzes enable the learner to relate the quiz
  to a real life situation or a real exam
  scenario. In the Hot Potatoes examples below
  Sample A will work in a wider range of browsers
  but the feedback (pale blue bar near the title)
  is easily missed. Sample B provides more visible
  feedback but only works on newer browsers.
• weather symbols sample A weather symbols
  sample B
• Including images in materials is very
  straightforward and contextualises the quiz.
  Sound clips or links to video clips can also be
  included. 

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Why e-Assessment?

• Fun
• By adding a new twist to traditional teaching
  approaches, more learners can be motivated and
  engaged.
• Language example In this Hot Potato quiz the
  learner listens to the sound clip and then
  selects the relevant photograph to which it
  applies (feedback is in the pale blue bar towards
  the top of the screen).
• Staff development example an original flow
  diagram used in staff training was turned into an
  interactive staff development exploration using
  Quandary software (http//www.halfbakedsoftware.co
  m/quandary.php).
• Quandary Quiz created courtesy of Cheryl
  Reynolds based on original diagram by Alistair
  McNaught.
• Health and social care example - self marking
  Excel spreadsheet allows users to test their
  knowledge and explore their ignorance in
  privacy with feedback.

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What can we assess?

• Skills
• Knowledge (formative)
• Knowledge (summative)
• Higher order skills or deep learning

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What shouldnt we assess?

• We shouldnt assess the following unless they are
  a specified learning outcome
• Speed?
• Spelling?
• Manual dexterity?
• Visual acuity?
• Auditory perception?
• Short-term memory?
• Physical endurance?

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How do I know what I am assessing?

• The purpose of the assessment.
• What are the learning outcomes?
• Use a skills matrix to uncover my requirements.
• Map tasks and criteria so I know what I expect of
  the learners.
• Remember to make your expectations explicit to
  the learners!

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What pedagogical issues are there to consider?

• Design for all
• Designing your assessments so that all students
  find them accessible
• Equivalence
• Finding alternatives to assessments for learners
  with disabilities if no reasonable adjustment can
  possibly be made
• Assuring a valid assessment experience
• All students undergoing the assessment have an
  equal chance of achieving the same outcomes,
  whatever the mode chosen

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Design for All

• Selection of mode and design with accessibility
  in mind
• Enriches experience for all users
• Is not the lowest common denominator
• Is not bland and anti-technology
• Basic principles are easy to apply

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Equivalence

• Not a case of when all else fails
• Encourages lateral thinking about mode of
  assessment
• Not only for students with disabilities
• Can be costly and time consuming
• Make use of student input to the design

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Valid assessment experience?

• Accessible vs. validity?
• Can assessments be both accessible and meet the
  validity test?
• Mode and method must allow student to achieve
  intended outcomes
• It should not mean that some students achieve
  different outcomes from others.
• Outcomes must be the same for all students
• IMS guidelines
• These are a handy test for the validity of your
  assessment

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Conclusion

• E-assessment has much to offer a wide range of
  learners and much to offer their teaching staff.
• Since e-assessment is more likely to take place
  away from teacher support, good question design
  is important to ensure learners abilities are
  being tested rather than their disabilities.
• Think about the user and consult with specific
  learners where problems are anticipated.