Post on 12-Dec-2015
ASSESSMENT 2.0Assessment in the age of Web 2.0
Bobby Elliott
bobby.elliott@sqa.org.uk
Summary of presentation
Traditional assessment has served us well
But it’s time for change
We’re going though a cultural revolution
Education has resisted change
The contemporary classroom is detached from
reality
We need to modernise education Including assessment
E-assessment systems are not the answer
We should use the tools that are natural to
today’s learners
Evolution of assessment
Traditional assessment (Assessment 1.0)
Computer-based assessment (Assessment 1.5)
Tool-assisted assessment (Assessment 2.0)
Assessment 1.0
Assessment from 618AD to today Characteristics
Paper-based Classroom based Formalised Synchronised Controlled Industrialised
Enjoys public and political confidence Changed little since early 20th Century
Spot the difference
Assessment 1.5
Computer-based assessment Types
E-testing E-portfolios
Embedded in most VLEs Stand-alone systems Familiar to students and teachers
Problems with 1.0…
Expensive to run Doesn’t scale well
Inflexible Arranged around diets One size fits all (not personalised)
Not delivering contemporary skills Collaboration, problem solving, flexibility
Drives teaching and learning “Teaching to the test” Memorisation not understanding
“Memorisation is valueless when students are one click away from Google and Wikipedia”
“Problem solving is really done through memorisation”
And problems with 1.5…
Imitates traditional assessment “Reproduces the paper experience” “Completely locks-down the computer” Limited question types Crude simulations
E-portfolios: little more than online storage?
Simply automates Assessment 1.0? Still assessing memorisation Not really modernising assessment
Constrain innovation in assessment?
Student perceptions
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
Cultural revolution
Web 2.0
User-generated content
Architecture of participation
Network effects
Openness
Data on an epic scale
Power of the crowd
New types of learner?
“Google Generation”
“Generation X”
“Net Geners”
“Millennials”
“Digital natives”
Digital natives
Use Web Active learning Authentic tasks Goal oriented Search Google Collaborate
Use books Passive learning Contrived tasks Process oriented Memorise Library Compete
IMMIGRANT NATIVE
Old types of rules…
Assignment
Skype
Wiki-pedia
Hidden curriculum
Assessment 2.0
Authentic Natural Personalised Negotiated Problem-based Deep Collaborative Peer and self-assessed Tool supported
Evidence
Naturally occurring
Digital Multimedia Distributed
Student
Skype
Google mail
MSN
Wikipedia
del.icio.us
Assessment 1.0 v Assessment 2.0
Given Done alone Descriptive Text Closed book Done in class Teacher assessed
Negotiated Done
collaboratively Researched/Deep Text/audio/video Open web Done anywhere Self- and peer-
assessed
Assessment 1.0 Assessment 2.0
Assessment 1.0 v Assessment 2.0
Write an essay describing the rise of Fascism in Germany during the period 1932-39.
You may not confer nor refer to notes or other reference material.
Working with other students, choose an aspect of the rise of Fascism in Germany during the 1930’s and research this.
Create a team blog to record your findings.
Assessment 1.0 Assessment 2.0
Assessment 1.0 v Assessment 2.0
In February 1933 the Reichstag was burnt down. In March 1933 the Nazis won 44% of the popular vote making it the largest party in Germany. The Nazis were bad. The Allies were good.
The essay The blog
Web 2.0 servicesWeb 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
The case for abandoning your VLE/CAA…
“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.”
The case for retaining your VLE/CAA…
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?”
It solves immediate problems reduces cost of assessment supports assessment on demand (life long
learning)
Challenges posed by Assessment 2.0
Plagiarism Authentication Authentic assessment Up-skilling assessors Rubrics for
collaboration How to assess a group
blog?
Peer and self-assessment
The future
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
Summary
Traditional assessment is past its sell-by date
E-assessment imitates traditional assessment
Ubiquitous computing will digitise everything
Education is becoming detached from reality
We should embrace ICT and the Internet We should use the same tools that
students use Assessment 2.0 is half-baked But we need to modernise assessment …urgently