RIDE 2010 presentation - Formative e-assessment: case stories, design patterns, and future scenarios
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Research in Distance Education: impact on practice conference, 27 October 2010. Presentation in Assessment Strand by Dr Harvey Mellar, Institute of Education. More details at www.cde.london.ac.uk.
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RIDE 2010 presentation - Formative e-assessment: case stories, design patterns, and future scenarios
- 1. Formative e-assessment: case stories, design patterns, and future scenarios Harvey Mellar London Knowledge Lab Institute of Education, University of London http://feasst.wlecentre.ac.uk/ http://www.jisc.ac.uk/whatwedo/projects/feasst.aspx
- 2. Overview Short term, scoping study commissioned by JISC, and supported by the Centre for Excellence in Work-based Learning for Education Professionals • Methodology • Desk research • Literature review • Comparing frameworks • Five Practical Enquiry Days • Combination of collaborative reflection, report back from teams, and guest plenaries • Launch day, three Planet workshops, developers' day (Adopted and adapted the Planet Project's Participatory Methodology for Practical Design Patterns - http://patternlanguagenetwork.wordpress.com) • Wiki for collaborative authoring of patterns http://purl.org/planet/Groups.FormativeEAssessment/
- 4. A definition “An assessment functions formatively when evidence about student achievement elicited by the assessment is interpreted and used to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions that would have been made in the absence of that evidence” (Dylan Wiliam)
- 5. Five strategies Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5-31.
- 6. Moments of contingency Teachers design their instruction to yield evidence about student achievement, by carefully crafting hinge-point questions, for example. These create ‘moments of contingency’, in which the direction of the instruction will depend on student responses. Teachers provide feedback that engages students, make time in class for students to work on improvement, and activate students as instructional resources for one another. (Leahy, Lyon, Thompson and Wiliam, 2005)
- 7. PARTICIPATORY METHODOLOGY FOR PRACTICAL DESIGN PATTERNS
- 8. 8 Case Stories Workshop Engender collaborative reflection among practitioners by a structured process of sharing stories of successful practice
- 9. 9 Pattern Mining Workshop Shift from anecdotes to transferable design knowledge by identifying commonalities across case stories, and capturing them in a semi-structured form
- 10. The core template • Context – Where, when, who (all the things you can’t change) • Problem (pick one!) – We want to do A under condition B but are constrained by C • Solution (in any order that works for you) C o n t e x t Problem Solution When, Where, Who What are we trying to achieve / solve? Cookbook: ingredients, procedure, expected outcomes
- 11. 11 Future Scenarios Workshop Validate design patterns by applying them to novel real problems in real contexts
- 13. CASES
- 14. Creature of the week (Judy Robertson) Situation Large class (138), first and second year computer science students. Assignment: create a virtual pet in Second Life Task Engage and motivate the students show examples of good work which others could learn from show students their work is valued. build a sense of community.http://purl.org/planet/Cases/creatureoftheweek
- 16. CoMo (Niall Winters, Yishay Mor) Situation Royal Veterinary College Hospital rotations as part of the training Task Allow students to capture critical incidents in text and image Support sharing of clinical experiences and co- reflection http://purl.org/planet/Cases/CoMo
- 18. Open mentor (Denise Whitelock) http://purl.org/planet/Cases/OpenMentor
- 19. PATTERNS
- 20. Try Once, Refine Once (Aliy Fowler) http://purl.org/planet/Patterns/TryOnceRefineOnce
- 21. Problem Lack of immediate feedback for students leads to fossilisation of errors and misconceptions providing immediate feedback in an iterative fashion can also hinder effective learning since students are able to "grope their way" step-by-step to a correct solution without necessarily having to think about each answer as a whole.
- 22. Context Class size Large (30-300) Content Skillsfacts Mode of instruction Blendedon-line. Computer tested
- 23. Solution • Students are posed questions of a type which elicit answers that can contain multiple errors • If a student's answer is entirely correct a mark of 100% is awarded • If their answer contains errors, a mark is given which contributes to a percentage of the total mark for the question, along with detailed - yet generic - feedback on the location and type of the errors • Students are then permitted a second attempt in which to refine their answer • The mark for the 2nd attempt contributes to remaining percentage of the total mark for the question • Feedback on any remaining errors is also given, along with the correct answer(s) • No further attempts are permitted
- 25. Good feedback should Alert learners to their weaknesses. Diagnose the causes and dynamics of these. Include operational suggestions to improve the learning experience. Address socio-emotive factors. Tutors know this, but are pressed for time, or are not aware of their feedback strategies Large teaching organisations are not equipped to provide tutors with personal feedback on their teaching Problem
- 26. Context Large scale, technology supported, graded courses many tutors instructing many students Feedback is mediated by technology that allows it to be captured and processed in real time Topic of study is subject to both grading and formative feedback
- 27. Solution Embed a mechanism in the learning and teaching system that regularly captures tutor feedback, analyses it, and presents them with graphical representation of the types of feedback they have given. Ideally, this should also include constructive advice as to how to shift from less to more effective forms. In computer supported environments (e.g. VLEs), this mechanism could be integrated into the system, providing tutors with immediate analysis of their feedback, as well as long-term aggregates.
- 28. SCENARIO
- 29. High achievers When using Try Once Refine Once, there is a risk that high-achievers do not receive feedback So • Use Showcase Learning to celebrate students’ work and provoke feedback from peers and tutors • Use Feedback on Feedback to alert tutors to the problem
- 31. Reminder of the five strategies Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5-31.
- 33. REPORTS
- 35. Practical design patterns for teaching and learning with technology A book for Sense Publisher's 'Technology Enhanced Learning' series Editors: Yishay Mor (London Knowledge Lab), Steven Warburton (King's College London) and Niall Winters (London Knowledge Lab) http://www.practicalpatternsbook.org/Home
Notas do Editor
- We define formative e-assessment as the use of ICT to support the iterative process of gathering and analysing information about student learning by teachers as well as learners and of evaluating it in relation to prior achievement and attainment of intended, as well as unintended learning outcomes, in a way that allows the teacher or student to adjust the learning trajectory
- harvey Level 2 http://patternlanguagenetwork.myxwiki.org/xwiki/bin/view/Groups.FormativeEAssessment/
- Key findings from the literature The domain is complex and contentious: there is a wide heterogeneity in the literature, and frequent slippage between terms such as ‘assessment’ and ‘learning’, ‘formative’ and ‘summative’ and there are widely differing theoretical emphases a wide variety of perspectives and practices exist which prioritise different educational goals; components have been identified to reflect a variety of actors, learning intentions, roles and activities, and the mechanisms involved in enabling progression of learning towards measurable attributes From: ‘practice’ assessment, or serial (or repeated) summative assessment To: synonymous with learning
- What does ‘e’ add? Speed Storage capacity Processing Communication Construction and representation Mutability Adaptivity’ is a core component of e-assessment processes indicating the flexible responsiveness on the part of learners and teachers which may or may not itself involve the use of technology. I. Speed Speed of response is often important in enabling feedback to have an effect Supports rapid iteration – in many cases the ability to give feedback quickly means that the student’s next problem solving iteration can begin more quickly. II. Storage capacity Ability to access very large amounts of data (so appropriate feedback/additional work/illustrations can be identified). III. Processing Automation – in some situations the e-assessment system can analyse responses automatically and provide appropriate feedback. Scalability – can often be the result of some level of automation. Adaptivity – systems can adapt to students. V. Communication Often the advantage of the ‘e’ is that it enables rapid communication of ideas across a range of audiences, and the technology allows this range to be controlled it can be just one person, a group, a class or more This communication aspect means that aspects of communication can be captured and given a degree of semi-permanence This semi permanence supports the sharing of intellectual objects. V. Construction and representation Representation – the ability to represent ideas in a variety of ways and to move and translate between these representations Technology can support learners in the construction of representations of their own ideas. By representation technology enables concepts to be ‘shaped’ and therefore affects their meaning, i.e. representation makes use of symbols which help meanings develop In representing their ideas in digital artefacts (creating these intellectual objects) learners open up a window on their thinking. VI. Mutability Shared objects are not fixed, they can change/be changed easily and quickly.