Insightful post on the benefits of talking in learning and giving practical tips for using the powerful personal assistant application, Siri, for learning and assessment. Siri responds to voice recognition and learns how to make recommendations and answer questions based on building up knowledge of user preferences and directing the user to a range of web services.
Latest in the informative Transforming Assessment series run by the University of Adelaide. Presenter: Phil Butcher (Open University, UK). 'This session covers the rationale behind the development the new Moodle 2.1 quiz engine, its history and future developments'... includes things like pattern matching and confidence based marking.
I have recently been working on an (e)Assessment strategy with a college and thought I would blog about some of the resources I have found useful. I have put brackets around the e part of e-Assessment as the strategies I personally like are those that incorporate the use of technologies as part of an overall approach to assessment - giving educators the opportunities to be flexible and respond to new and innovative approaches to assessment as these evolve.
Not sure if it is good practice to scoop from your own blog (!) but I thought this case study I recorded with staff and students from the Royal Conservatoire of Scotland (formerly the RSAMD) might be of wider interest than my blog! The reasons for using an e-Portfolio system, in this case Mahara, and the challenges, benefits and lessons learned from embedding it in the curriculum by staff in the Schools of Music and Drama are all covered in this case study. There is a video interview (with corresponding transcript) and written case study.
The Open Badges and Assessment forum is exploring how Mozilla's upcoming Open Badges framework might be used in education. This article, which focuses on inclusive practice, provides some potential applications of using open badges for rewarding and recognising skills / competence that would be harder to assess through current assessment practices.
Article considering how to design effective assessment in GBL programs..."Assessment in game-based learning (GBL) programs can be far superior to your typical weekly multiple-choice test.... Games are all about constant assessment."
Some interesting uses of a range of technologies and processes to create digital portfolios. The article focuses on schools but I think there are ideas here for documenting a learning journey in other contexts..."New technologies are making it quicker and easier than ever to create digital portfolios of student work, a method of assessment experts say increases student engagement."
Article which highlights the need for careful application of policies and procedures when using new (in this case mobile technologies) within the assessment process.... 'Inquiry launched after 30,000 school students in Scotland who chose to receive grades by text find out results a day early...'
The eAssessment Association has collected a number of case studies on the use of e-Assessment (mainly for summative assessment) from a range of awarding bodies, schools, colleges and private training providers, including the SQA, AQA and Cambridge Assessment. The case studies cover an overview of the organisation, their rationale for using e-Assessment, benefits and challenges they have encountered and in some cases, advice for others in implementing e-Assessment.
The latest video from the Transforming Assessment webinar series is on Electronically-mediated Peer Assessment: A Case Study on Oral Assessment. Gloria Visintini from the University of Bristol discusses why she chose to use peer assessment with language students doing oral assessment, the activity and tools she used and the strengths and limitations she encountered when trying out this approach.
Sweeping new reforms to introduce continuous assessment for half the work done by Junior Cert students are under consideration... This article discusses radical changes to the Irish state exam for 15 year olds that would see 50% of marks awarded for continuous assessment of portfolios and a likely use of online submission so that work can be marked by external examiners (to avoid pressures on teachers associated with them marking their own pupils). The changes are being introduced to stop learning by heart purely to pass the exam.
Ofqual (who regulate qualifications, examinations and assessments in England and vocational qualifications in Northern Ireland) are inviting responses to a consultation on making exams / test items more accessible. While not specifically about e-Assessment, the accessibility and readability of all assessments is important whether they are delivered using technology or not.
Want to incorporate music or visual media into your assessments? This Creative Commons booklet provides links to royalty free resources and advice on how to attribute work or license your own work for re-use.
Article giving some insight into the new LMS developed by Pearson, who have teamed with Google to create a free, cloud-based system OpenClass. Some comparisons to Blackboard and Moodle are covered and the potential opportunities afforded by the social networking and community building elements of OpenClass.
I think this is a really useful article, laying out key questions around the use of badges to accredit learning. The article explores some of the challenges involved with ensuring badges are "awarded as an outcome of validated, quality assured assessment specifically designed to measure learning and achievement". Well worth a read.
The latest archived webinar in the Transforming Assessment series is presented by Valerie Shute (Florida State University, USA) [Note: Jump forward to 15.50 minute to skip over the section with poor/choppy sound.] Valerie discusses how assessment takes place as a natural part of the game playing process and is therefore, almost hidden from the student.
'Having full accessibility to a mainstream device (and what devices!) is a rare and beautiful thing...' Inspiring and useful article by Robin Christopherson, Head of Digital Inclusion at AbilityNet, the UK's leading technology and disability charity, about the accessibility features of iOS devices and apps.
I think mobile learning opens up many interesting opportunities for assessment. These might be things like the ability to access assessments related to a particular context on a mobile device while physically in that environment, assess group work/collaboration between people in geographically dispersed locations via online networks, ipsative assessment via games on a mobile device, reminders and alerts for assessments sent to a mobile phone etc. This Mobile Learning Infokit provides some useful tips on how to get started with mobile learning. It features definitions for mobile learning, hints for developing a mobile learning strategy, pedagogic frameworks and case studies.
Useful overview of a range of digital textbook options for mobile devices. These products allow things like content highlighting, taking and sharing notes, the ability to collate selected notes (useful when preparing for exams), some include quizzes, video etc.
Article by Steve Wheeler on assessing product or process and the impact of a purely summative (assessing the production of knowledge) based approach. Wheeler argues the importance of assessment approaches that support the process of learning such as feed forward as well as feedback...
Interesting article for considering the what, how and why of e-Portfolios. Ownership issues, and possibly contradictory purposes for an e-Portfolio are explored. The author asks 'Is an e-Portfolio intended as a space for learners to record all their learning – that which takes place in the home or in the workplace as well as in a course environment or is it a place or responding to prescribed outcomes for a course or learning programme? How much should an e-Portfolio be considered a tool for assessment and how much for reflection on learning? Can one environment encompass all of these functions?'
Via Gary Bertoia
This short course on mLearning Design can be taken on mobile devices and provides an introduction to mLearning design and best practice. I have tried it on an iPhone and iPad and the content displayed well. The course does not feature many interactive elements (apart from the opportunity to share reflections and view comments from others) and is designed to be undertaken as an individual (e.g. it does not encourage discussion / accessing social networks as specific learning tasks) but it does give quite a clear overview of how to get started with designing mLearning - and poses some reflective questions on each section. I'm including it here for anyone considering incorporating assessment within an mLearning context. Icon by http://dryicons.com.
Some tips on developing accessible online materials (which you might use in assessment)...As one of the last things I did in completing my sample course for my online teaching certification, I ran through an accessibility checklist....
Are you interested in mash-ups and re-using other people's content in assessment? Creative Commons licenses give you copyright information up front so you know how you can re-use the content... These Creative Commons Compatibility Wizards can be used to determine the range of Creative Commons licences which are compatible with each other when blending Creative Commons licensed resources to create new Open Educational Resources. Further information can be found at: www.web2rights.com/OERIPRSupport.
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