Learning enhancement through online assessment
-
Upload
geoffrey-batt -
Category
Education
-
view
104 -
download
1
Transcript of Learning enhancement through online assessment
A case study of enhancing the student learning experience through forma6ve online tes6ng
Dr Geoffrey Ba+The Centre for Explora0on Targe0ng
Commerce
Pedagogy
Customer focus
Student fees
Interna0onal recrui0ng
Increased par0cipa0on
Voca0onal outcomes
Individuality
Independent learning
Intellectual ci0zenship
“It has always been the task of formal educa6on to set up behavior which would prove useful or enjoyable later in a student's life”
Brian SkinnerYale University
Lecture 1
Lecture 2
Lecture 3
Lecture 4
Prac6cal 1
Prac6cal 2
Prac6cal 3 Inde
pend
ent learning
Web
-‐based
resource library
Handouts
Readings
Courseinforma6on
Glossary
Tradi6onal Course Structure
Some students create their own intellectual firewalls
Lecture 1
Lecture 2
Lecture 3
Lecture 4
Prac6cal 1
Prac6cal 2
Prac6cal 3 Inde
pend
ent learning
Web
-‐based
resource library
Handouts
Readings
Courseinforma6on
Glossary
Tradi6onal Course Structure
Some students create their own intellectual firewalls
Lecture 1
Lecture 2
Lecture 3
Lecture 4
Prac6cal 1
Prac6cal 2
Prac6cal 3 Inde
pend
ent learning
Web
-‐based
resource library
Handouts
Readings
Courseinforma6on
Glossary
VLE by themselves are oCen ineffec0ve
Tradi6onal Course Structure
Self tes6ng system: Set of mul6ple choice ques6ons for each lesson
Students en6ced to undertake the tests by the promise of immediate feedback and self
awareness
Self tes6ng system: Set of mul6ple choice ques6ons for each lesson
A propor6on of the ques6ons can NOT be answered on the basis of classroom teaching alone, but can be from the assigned reading
Students en6ced to undertake the tests by the promise of immediate feedback and self
awareness
Why can't the salt content of the oceans be used to date the age of the Earth/ocean system?
A. The ini6al salt content of the oceans is unknown.
B. The analysis would require the dessica6on of the oceans.
C. The oceans are not a closed system for salt.
D. Industrial removal of salt has destroyed the record.
E. Salt input into the ocean from extra-‐terrestrial sources prevents solu6on of the age equa6on.
QUESTION 1
Why can't the salt content of the oceans be used to date the age of the Earth/ocean system?
A. The ini6al salt content of the oceans is unknown.
B. The analysis would require the dessica6on of the oceans.
C. The oceans are not a closed system for salt.
D. Industrial removal of salt has destroyed the record.
E. Salt input into the ocean from extra-‐terrestrial sources prevents solu6on of the age equa6on.
No -‐ we could reliably infer an ini0al salt content from basic chemical principles.
No, of course it wouldn't (and doesn't).
Correct -‐ 'salt' comes out of the system through precipita0on, both chemical and biologically mediated.
No -‐ but this is symptoma0c of the true answer...
No, a red herring -‐ and a salted one at that.
QUESTION 1
Right or wrong, students receive instant feedback
Why can't the salt content of the oceans be used to date the age of the Earth/ocean system?
A. The ini6al salt content of the oceans is unknown.
B. The analysis would require the dessica6on of the oceans.
C. The oceans are not a closed system for salt.
D. Industrial removal of salt has destroyed the record.
E. Salt input into the ocean from extra-‐terrestrial sources prevents solu6on of the age equa6on.
No -‐ we could reliably infer an ini0al salt content from basic chemical principles.
No, of course it wouldn't (and doesn't).
Correct -‐ 'salt' comes out of the system through precipita0on, both chemical and biologically mediated.
No -‐ but this is symptoma0c of the true answer...
No, a red herring -‐ and a salted one at that.
QUESTION 1
High ini6al 6me investment Low ongoing support demands
Non-‐confronta6onal
…but has direct monitoring poten0al
Students ‘discover’ awareness that expecta6ons (and assessment) extend beyond classroom
Students become familiar with the VLE system and the resources it contains
Lecture 1
Lecture 2
Lecture 3
Lecture 4
Prac6cal 1
Prac6cal 2
Prac6cal 3 Inde
pend
ent learning
Web
-‐based
resource library
Handouts
Readings
Courseinforma6on
Glossary
Self-‐assessedtest
Self-‐assessedtest
Self-‐assessedtest
Self-‐assessedtest
On-‐line exam ques6onsOn-‐line discussion forum
Blended Course Structure
Lecture 1
Lecture 2
Lecture 3
Lecture 4
Prac6cal 1
Prac6cal 2
Prac6cal 3 Inde
pend
ent learning
Web
-‐based
resource library
Handouts
Readings
Courseinforma6on
Glossary
Self-‐assessedtest
Self-‐assessedtest
Self-‐assessedtest
Self-‐assessedtest
On-‐line exam ques6onsOn-‐line discussion forum
Self discovery
Blended Course Structure
Lecture 1
Lecture 2
Lecture 3
Lecture 4
Prac6cal 1
Prac6cal 2
Prac6cal 3 Inde
pend
ent learning
Web
-‐based
resource library
Handouts
Readings
Courseinforma6on
Glossary
Self-‐assessedtest
Self-‐assessedtest
Self-‐assessedtest
Self-‐assessedtest
On-‐line exam ques6onsOn-‐line discussion forum
Self discovery Facilitated interac0on
Blended Course Structure
70
60
50
40
30
Pass mark
2003 2004 2005 2006
Introduc6on of VLE
First year of course
Self tes6ng system
Self tes6ng can be directed to produce awareness of, and encourage engagement
with, independent study
The task of the excellent teacher is to s6mulate “apparently ordinary” people to unusual effort. The tough problem is not in iden6fying winners: it is in making winners out of ordinary people.
K. Patricia CrossEmeritus Professor of Higher Educa0on, UC
Berkeley
Ba- Blended Learning, April 2013
For further comment on this and other educa6on-‐related ques6ons, contact the author at [email protected]