Teaching with Technology seminar on assessment of online conversations August 2014

Online conversation spaces

Educational and assessment issuesAlan Cliff

([email protected])

What are we talking about?� Forums

� Chat rooms

� Blogs

� Electronic ‘spaces’

� Other?

Theoretical framing� Learning potential assessment (Vygotsky; Sternberg

and Grigorenko; Poehner)

� Social constructivism and constructive alignment (Biggs; Rust)

� Assessment of qualitative differences / taxonomic approaches (Marton; Bloom; Krathwohl)

� Adult learning theory, particularly critical reflection (Brookfield)

Myths and misconceptions� Online assessment is more difficult than

conventional assessment

� Online assessment is easier than conventional assessment!

� Oral assessment is more subjective than written assessment

� Formative learning cannot or should not be assessed

Why online learning?� A continuum from very informal spaces to guided

reflective moments (cf. Brookfield) to highly intentional, structured learning moments

� A continuum from student-directed and led to lecturer-directed and led

� A space for dialogue and meaning-making

� A practice / try-out space

� Knowledge-building

� A space for challenge

� A learning community space

Design issues as impact� Lecturer as participant or not

� The learning purpose:� Knowledge-making� Knowledge-production� Degrees of student autonomy� Critiques / evaluation� Cognitive / affective /social issues� Lecturer as ‘voyeur’ / discussant� Learning analytics issues� Ethics

Focuses of assessment� Content focuses: what participants interact about

� Concept focuses: conceptions and misconceptions

� Change / formative focuses: the object is in what ways and by how much a student or group changes

� ‘Flipped’ opportunities: pre-lecture focuses; other-than-lecture focuses; augmented focuses

� Assignment focuses: students share their work with one another

Assessment choices� Discussion with students / external participants

� To ‘count’ or not to ‘count’? (Should the conversation be for marks)

� What counts: the content; the concept; the grappling; the reflective quality; the extent of change?

� Intentional, guided activity

� Rubric or feedback guide to participants

� Formative or summative?