tinoca & oliveira promoting formative assessment in online professional development
TRANSCRIPT
Promoting formative assessment in online
professional development
Luís Tinoca1 & Isolina Oliveira2
1Institute of Education, University of Lisbon
2LE@D, Universidade Aberta
Earli SIG 11 Teaching and Teacher Education conference , Bergen June 2012
Agenda
The context – online professional development
E-assessment challenge
Preliminary results
Discussion
A pedagogical model for online education (Pereira et al., 2007)
Flexibility
Student-centered learning
Interaction
Digital inclusion
An illustration of the proposed pedagogical model
TEACHER
STUDENT
Timeline
CUP
F F F
FF F
F
F F
Formative Activities
Instructor moderated forums Student moderated forums
e-folios
CUP Curricular Unit Plan
PEE
E
P p-folio
The e-folio
“is a short digital document elaborated by the
student and published online to be visualized by
the teacher, and should clearly demonstrate that
the student acquired or developed a given
competence” (Pereira et al., 2007)
Problem solving
Group work
Metacognitive
Fluency in ICT use
A framework for E-assessment (Pereira, Oliveira & Tinoca, 2010)
Research Questions
1) How do the electronic tools prescribed by the used pedagogical model contribute to the regulation of the learning process?
2) How does the e-folio tool and the associated feedback contribute to the development of the participating teachers learning?
The ContextGraduate program for in-service teachers professionalization
2 courses (out of 7): ICT and Practice; Pedagogical Assessment Models
630 k-12 in-service teachers, with a minimum of 5 years of experience but without any pedagogical training.
Two types of assessment:
E-folio (online)
P-folio (f2f)
Method
Design-Based Research (Bereiter, 2002; Anderson, 2005)
Large scale survey
Critical reflections
(interviews, artefacts, …)
Themes of analysis
Themes Cronbach's Alpha
Contents .810
Digital learning resources .757
Formative activities .828
Online forums interactions .805
Regulatory processes .891
Transparency .894
e-folios .844
Feedback .862
Mean scores and s.d.
Themes Mean (%) Std. Deviation (%)
Contents 74 14
Digital learning resources 74 13
Formative activities 73 16
Online forums interactions 64* 14
e-folios 83* 15
Feedback 71 18
Transparency 72 15
Regulatory processes 73 14
* p < .01
Contents and digital learning resources
“the proposed contents and the way they were tackled was of tremendous importance”
“it was very positive to have such a wide range of resources available, and also to be able to go even further and research new material beyond the suggested resources”
“the contents studied here were of great personal and professional interest, giving me the opportunity to implement new assessment and teaching methods”
Formative activities and online discussion forums
“in my opinion the formative activities plan contributed for me to be able to bring together practice and theory”
“in our profession practice is so important, that it really helped to have the theory being accompanied by the formative activities”
“the lack of participation in the forums was clearly the point that I want to highlight as less positive”
“I felt the forums were important and allowed me to clarify and explore the questions I had throughout the semester”
e-folio tools and feedback
“the e-folios, despite the time they took, were very important, because they allowed me to tackle very important contents for my practice in a very stimulating way”
“the completion of the e-folios was a very effective way to motivate us to research and further our knowledge”
“the feedback to our e-folios represented guidance for our study and contributed to my self-assessment”
Transparency and regulatory processes
“I had a clear idea (since the beginning) of what the assessment criteria were and about how my classroom practice could improve towards as much transparency as possible... it’s curious that something so evident is often the exception instead of the rule”
“In seven years of teaching I’ve always assessed my students froma summative standpoint (…) I had no knowledge of this assessment perspective using the work produced throughout the semester, teaching us to learn from mistakes and difficulties, and helping us surpass whatever obstacles we face.”
Discussion
proposed assessment design’s ability to enhance in-service teachers’ professional development, contributing to the emergence of critical reflection centred on their professional practice
e-folios - open-ended, unstructured tasks related to professional life, adapted to classroom practice, and requiring analysis and reflection about its classroom impact
Discussion
What are the characteristics of formative assessment that better promote teacher’s professional development?
How can online learning environments support teachers’ professional development?
How can e-assessment be used to better promote teachers’ professional development?
Thank You!
Luís [email protected] [email protected]
Earli SIG 11 Teaching and Teacher Education conference , Bergen June 2012
e-folios tasks and definitions
Task Definition
Essay
Practical exercise
Construction of an artefact
Critical comment
Project
Report
Reading review
writing composition, reflection, analysis
application, demonstration
blog, pictures, poster, video, slideshow
stating an opinion
designing a planned action
of fieldwork, of experimental work
reading guide summarizing the main ideas in a text/excerpt