Learning2 0 assessment

Learning 2.0Fresh Questions for

Educational Assessment

Prologue:Prologue:The Wikipedia DebateThe Wikipedia Debate

Source of Knowledge

‘Shape’ of Knowledge

Correction

Authority

Individual / Certified

On-Going / Disclaimers and

Discussions

Community / Anonymous

One-Off / Definitive

Continuous / Instantaneous

Virtually None / Time-Lagged

Conversation / Collaboration

Critical

Credentials / Teamplay Ignored

If the nature of knowledge is shifting, what about the

assessment of knowledge?

Conventional Teaching

Learner-Centered Teaching

1.

2.

Conventional Assessment

Learner-Centered Assessment

1.

2.

“Learner-centered education means that the students are active participants in learning and co-constructors of knowledge” (Meece, 2003)

No longer ‘teaching’ and

‘assessment’, but learning tasks

Learning Tasks...

• Relates authentically (directly) to learning objectives i.e. minimal separation of ‘teaching’ and ‘learning’

• Engages students i.e. nurtures participation and involvement

• Focuses on task completion not group ranking

Learning Tasks...

• Elicits student’s unique understanding or handling of situation

• Develops higher skills along Bloom’s taxonomy

• Stimulates reflection on learning process and encourages meaning-making

Bloom’s Taxonomy : Cognitive Domain

Diploma

Bachelor

Post-Grad

In 2001, there was a revision to Bloom’s…

Learning is creating meaning and knowledge forms

Learning Tasks may also be...

• Designed by students themselves

• Multi-disciplinary

• Peer-to-peer assessed

• Technological enable and enabling

• Online

Online Discussions 30%

Team Assignments(incl. Peer-2-Peer)

20%

Individual Assignments 25%

Final 24-hr, ‘Open Book’ Exam

25%

Our Second Life project assessment consisted of reflection essays, chat transcripts, peer evaluations, and a post-project survey that measures the learning motive, attitudes, level of difficulty, and the time used to complete the project. (Schiller, 2009)

Examples• Language

– Compose a text for a brochure which covers selected themes

– Put the brochure online and get other students to post feedback

• History– Make a video about WW2 using

• Biology– Produce a high-resolution graphic of insects’

digestive systems– Create a new kind of flower?

Examples• Science

– Find a scene from a movie and 1) highlight the scientific problems 2) discuss possible real-world applications

– E.g. Spiderman, Matrix, Batman

• Human Geography– Interview selected people (police, shop-

owners, etc.) about BERSIH

• Physical Geography– Start a garden, plant at least 3 varieties of

plants, produce a portfolio at end of semester

Exercise!

Design Learning Tasks(give hand-outs)

Design a Learning Task

1. List down learning objectives

2. Review ‘learning task’ criteria

3. Design learning tasks which meet at least 4-5 criteria

Pop-Quiz!Pop-Quiz!

Please exchange papers?

RM350 million allocated to boost efforts to cut down crime index, and establish 25 special courts to expedite prosecution

RM29.3 billion allocated for Education Ministry and RM10.2 billion for Higher Education Ministry

To increase PhD qualified academic staff to 75% in research universities and 60% in other public institutions of higher learning

How can we improve our feedback to learners?

Assessments can Assessments can be categorised in a be categorised in a

few ways…few ways…

Analytical / Objective / Analytical / Objective / Efficient MarkingEfficient Marking

Global / Impressionistic / Global / Impressionistic / ‘Subjective’ Holistic ‘Subjective’ Holistic

MarkingMarking

Formal Formal AssessmeAssessme

ntnt

Informal Informal AssessmeAssessme

ntnt

Formative Formative AssessmentAssessment

Summative Summative AssessmentAssessment

Norm-Norm-ReferencedReferenced

Criterion-Criterion-ReferencedReferenced

Examples of Examples of RubricsRubrics

In Summary…In Summary…

TraditionalTraditional EmergingEmerging

Preparing students for professorship / De-contextualised

Training students for real-world action

Lower Order Lower Order ThinkingThinking

Higher Order Higher Order SkillsSkills

Teacher-Assessed Peer-Assessed

Individual Collaborative

Conformity expected Creativity demanded

““Less”Less” More!More!

Negative Comments

Corrective / ConstructiveComments

Analytical Global / Holistic

Norm-Referenced Criterion-Referenced /Rubrics

SummativeAssessment

Formative (Timely)Assessments

THANK YOU!

http://tlc-kdu.blogspot.com

http://sites.google.com/site/mrjonsapps/technology-education

http://www.teachersatrisk.com

http://thefischbowl.blogspot.com