kahiwa sebire - vet network 2014 darwin - assessment principles - 20140916
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Kahiwa Sebire - VET Network 2014 Darwin - Assessment Principles - 20140916TRANSCRIPT
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Develop self-motivated and independent learners:Engage and empower through assessment and feedback principles in practice
Kahiwa SebireSolutions Engineer, [email protected]@thisiskahiwa
Kahiwa SebireSolutions Engineer
[email protected]@thisiskahiwa
What do employers and Industry want?
Why independent learners?
“initiative” “drive”
“motivated”“committed”
“loyal”“work independently”“time management”
“willingness to learn”
“Work-ready graduates”
What does that look like?
Why independent learners?
“UNSW graduates will be: Professionals who are capable of independent, self-directed practice, capable of lifelong learning”
Australian Curriculum General Capabilities: Critical and Creative Thinking “the practice of using thinking strategies can increase students’ motivation for, and management of, their own learning. They become more confident and autonomous problem-solvers and thinkers”
“Take control of their own learning,Set their own learning goals,
Locate appropriate resources,Decide on which learning resources to use,
Evaluate their progress”
Do you want learners who…?
Brookfield, 1995
“Research in higher education shows that learning is deeper, more sustainable and
satisfying when students become responsible partners in their learning.”
Why independent learners?
REAP Project Home http://www.reap.ac.uk/Home.aspx
Creating independent learners
Challenge:
Challenge: Creating independent learners
“The reason for an explicit focus on improving assessment
practice is the huge impact it has on the quality of learning”
Boud, D. and associates, 2010
“Assessment is the making of judgements about how students’
work meets appropriate standards”
Assessment
Boud, D. and associates, 2010
Feedback is the sharing of both those judgements and the standards
Design is key
The REAP project
REAP project - Assessment design should:
i. Engage students actively in identifying or formulating criteria
ii. Facilitate opportunities for self-assessment and reflection
iii. Deliver feedback that helps students self-correct
iv. Provide opportunities for feedback dialogue (peer and tutor-student)
v. Encourage positive motivational beliefs and self-esteem
vi. Provide opportunities to apply what is learned in new tasks
i. Capture sufficient study time and effort in and out of class
ii. Distribute students’ effort evenly across topics and weeks.
iii. Engage students in deep not just shallow learning activity
iv. Communicates clear and high expectations to students.
empower engage
What tools are available to support this?
Now to you…
Activity:
1. Pick one of the principles from the REAP framework
2. Discuss which tools in Educational Technology tools support this principle
i. Engage students actively in identifying or formulating criteria
ii. Facilitate opportunities for self-assessment and reflection
iii. Deliver feedback that helps students self-correct
iv. Provide opportunities for feedback dialogue (peer and tutor-student)
v. Encourage positive motivational beliefs and self-esteem
vi. Provide opportunities to apply what is learned in new tasks
a) Capture sufficient study time and effort in and out of class
b) Distribute students’ effort evenly across topics and weeks.
c) Engage students in deep not just shallow learning activity
d) Communicates clear and high expectations to students.
Tools to support:
• Forums to openly discuss assessment criteria• Choice activity to allow polling of different options• Wiki to allow open contribution to a living assessment criteria document• Rubrics/Checklist grading visible pre- and post- assessment• …?
i) Engage students actively in identifying or formulating criteria
Tools to support:
• Quiz with multiple attempts, and final score excluded from course grade calculations
• Quiz with feedback displayed based on individual responses• Workshop with self-assessment enabled• Blog/Journal for self-reflective writing• …?
ii) Facilitate opportunities for self-assessment and reflection
Tools to support:
• Quiz with well constructed feedback, done in a way which starts early in the learning journey
• Assignment activity, using the rubric tool to help students identify the point of weakness in their knowledge
• Lesson activity with corrective guidance built in to the learning path• …?
iii) Deliver feedback that helps students self-correct
Tools to support:
• Assignment with draft submission enabled and used appropriately to create dialogue in marking process
• Dialogue activity used in conjunction with an assessment task• Forum, where students & academic staff can provide feedback on student
submissions• …?
iv) Provide opportunities for feedback dialogue
Tools to support:
• Database activity, by allowing rating of student work in a public forum• Workshop activity, by using exemplars of student work as assessment
sample pieces• Using badges as a motivator for completion of assessment tasks• …?
v) Encourage positive motivational beliefs and self-esteem
Tools to support:
• Any of the Moodle tools which allow students to construct their own knowledge
• Clever use of role overrides to allow students to (for example) construct assessment tasks for others
• …?
vi) Yield information that teachers can use to help shape teaching
Tools to support:
• Completion report to identify where students are struggling/excelling• Activity report to identify which activities are the most frequently accessed• Feedback tool to promote student feedback about the course on a regular
basis• …?
vii) Provide opportunities to apply what is learned in new tasks
Tools to support:
• Less to do with any online tools, more to do with good educational design
a) Capture sufficient study time and effort in and out of class
Tools to support:
• Intelligent use of course formats to give a clear picture of what is expected in each topic/week
• Feedback activity to retrospectively get feedback from students on workload balance
• …?
b) Distribute students’ effort evenly across topics and weeks
Tools to support:
• Workshop activity, to promote analysis of the work of others & critical reflection
• Forum, to engage in debate and discussion• …?
c) Engage students in deep not just shallow learning activity
Tools to support:
• Labels, pages, resources and HTML blocks, used appropriately to detail expectations in a static document
• News forum to provide updates to expectations as the course progresses• …?
d) Communicates clear and high expectations to students
REAP in practice
Nicol, 2006
“A key consideration from the REAP project perspective is that the [research
project example course] redesigns do not increase staff workload”
How to implement?
Viewpoints toolkit
CC BY-NC-SA http://wiki.ulster.ac.uk/display/VPR/Workshop+Toolkit
Viewpoints example:
Viewpoints example:
LearningeLearning platform
(LMS)
Virtual classrooms?
Video/Audio content (learner-
created)?
Asynchronous communications?
Offline?
(Online) learning tools?
32
Assessment & Feedback principle
Moodle tool (Moodlerooms+Kaltura enhancements)
Clarify good performance
Rubrics, marking guide, gradebook, align to competencies, Advanced Forum
Encourage time and effort on task
Scheduled content release (date or activity), regular formative assessment, blog, course completion progress, announcements, calendar, rubric, lesson, database, glossary, reminders and alerts
Deliver timely high quality feedback
Assignment annotation, Workshop, lesson, align to competencies, reminders and alerts, Audio/Video feedback, Grader,
Provide opportunities to act on feedback
Workshop, assignment (multiple attempts), quiz, discussion board, gradebook, lesson, database, glossary
Encourage positive motivational beliefs
Workshop, rubrics, blog, discussion board, badges, Learner reports, align to competencies, alerts, audio/video submission/feedback, Advanced Forum
Develop self-assessment and reflection
Blog, Workshop, Notes, Gradebook, Rubric, self completion, quiz, database, glossary, align to competencies, Learner reports,
Encourage interaction and dialogue
Workshop, group assignment, messages, discussion board, blog, database, glossary, audio/video submission, automatic grouping, Advanced Forum
"School should be designed to meet the needs of students; students should not
need to be redesigned to meet the needs of schools”
(@davidwees)
Sources
• Brookfield, S. (1995). Adult Learning: An Overview. International Encyclopedia of Education. Oxford, Pergamon Press.
• Australian Curriculum General Capabilities – http://www.australiancurriculum.edu.au/GeneralCapabilities/critical-and-creative-thinking/introduction/introduction
• UNSW Graduate Capabilities- https://teaching.unsw.edu.au/graduate-capabilities
• REAP Project Home http://www.reap.ac.uk/Home.aspx• Boud, D. and Associates (2010). Assessment 2020: Seven propositions for
assessment reform in higher education. Sydney: Australian Learning and Teaching Council. Accessed via http://www.uts.edu.au/research-and-teaching/teaching-and-learning/assessment-futures/overview 23 June 2014
• Nicol, D. (2006). Increasing success in first year courses: assessment re-design, self-regulation and learning technologies http://www.reap.ac.uk/reap/public/Papers/DNicol_Ascilite_26oct06.pdf