Assessment 2.0 presentation for E-Learning Alliance

ASSESSMENT 2.0Modernising assessment in theage of Web 2.0

Bobby ElliottScottish Qualifications Authoritybobby.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

Led by changes to the assessment system

E-assessment (CAA) systems are not the answer

We should use the tools that are natural to today’s

learners

Evolution of assessment

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-assisted assessment Types

E-testing E-portfolios

Embedded in most VLEs Stand-alone systems Familiar to students and teachers

“Virtual common rooms”

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…

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

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