Evaluating the Impact of an eLearning Strategy on the Quality of Teaching and...
Presentation of ola erstad's paper of changing assessment practices and the role of it dongyi guo
1. Presentation of Erstad, Olas
paper of Changing
assessemtn practices and
the role of IT
by Dongyi Guo
E-assessment 2013 vår
IKT-sl. Hioa
2. Major Issues in Educational
Assessment
The role and differences between summative
and formative ways of assessment.
Summative assessment Formative assessment
occurs at the end of a learning process occurs during a learning process
To evaluate what student has learned To motivate and support the progress of
learning
3. Major focus of E-assessment
research in this chapter
● Focus on some new issues are raised by
increased implementation of new digital
technologies in education
○ How assessment is linked to different perspectives
on learning
○ "What" & "how" researches of e-assessment is
related to the role of "IT"
○ Purpose of this chapter is to question to what extent
and in which ways the use of new technologies
represent changing assessment practices in school-
based settings.
4. Different traditions of
learning 1
● The behaviourist tradition
○ stadndadized testing as the dominating assessment
system over the last century
○ the learner is seen as a passive receiver of knowledge.
○ based on the factory metaphor: emphasis on hwo
students were required to master specific contents
defined by teachers or textbooks through memorization.
○ focus on facts and predefined fragments of contenct
○ to get feedback about students' performance so as to
stratify and certify them accordingly.
○ Technologies is used as a part of teaching machine
○ CD-ROMs used in1990s are used as part of assessment in
this perspective
5. Different traditions of
learning 2
● Constructivist tradition of learning
○ learner is seen as a more cognitively active
participant
○ adaptassessment, such as adaptive testning still
focuses on individua and intrapersonal ways of
learning, but requires more complex and diverse
approaches
■ assessment of eassays or projects
■ performance assessment: a form of testing that requires
students to perform a task
○ Techonological development have made it possible to
develop interacitve tools to assess complex cognitive
skills.
■ including different modalities: written text, pictures, video,
simulations
6. Different traditions of
learning 3
● Sociocultural tradition of learning
○ learner is seen as a participant of the world around
○ emphasis on learning as social practice, it occurs
during collaboration and communication between
people
○ focus interpersonal ways of learning
○ assessment focuses on the process of learning as well
as the outcomes
○ students are asked to perform real-world tasks that
demonstrate meaningful application of essential
knowledge and skills.
7. Traditional Goals of E-
assessment 1
● Processing large numbers of tests to reduce the
workload on teachers and the costs of education
● To creat new approaches, e.g., adaptive testing
● How IT can improve assessment by online leanring,
where courses and assessemnts are both done
online
● Raikes and Harding (2003) sketch some of the
issues that should be solved before conventional
examinations can be computerized.
○ costs, equivalence of test forms, security,
diversity of school cultures and environemnts
and techincal reliablility
8. Traditional Goals of E-
assessment 2
● Research issues of the transition from paper-
and-pencil testing to computer-based
tesning:
○ the test validity
■ computerized assessments tend to be more
difficult than paper-and-pencil versions of the
same test.
○ mode effects
■ the presentation of a test and the process of
taking a test can result different modes that made
the test validity unstability.
■ it may be solved by minimizing differences
between modes.
9. New Goals of E-assessment 1
● create a new interest of "assessing the inaccessible"
○ to assess metacognition, learning strategies, attitudes and
lifelong learning skills
● IT is used to develop a more diverse formative
approaches of assessment in order to better monitor
and assess student learning progress
○ The use of various multimodalities by IT increases
interest for project work
○ Increased use of digital portfolios
■ let teachers eariser to follow students' progress and
comment on assignments and keep track of documents
■ make summative assessment easier.
○ bringing in new qualitative dimensions for assessment
■ abilities of processing files electronically
■ abilities of making text multimodal
10. New Goals of E-assessment 2
● Support collaborative work online
○ collaborative problem-solving skills are considered
necessary for success in today's world.
○ it stimulate students' learning and the process of
inquiry
○ the problem-solving process online can be recorded
and make it available for teachers for further
assessment of students' cognitive process
○ it also raises issues
■ on interface design features that can support
online measurement
■ how to evaluate collaborative problem-solving
process in an online contest
11. New Goals of E-assessment 3
● web-based peer-assessment
○ defined by some as an innovative assessment
method since students themselves are put in the
position of evaluators as weel as learners
● web-based self-assessment
○ selecting a series of simple "I Can" statements
○ to promote them to think about what are able to do
● Using milestone todemonstrate and control learning
progress
● tools like computer-based simulations support students'
understanding of knowledge
● to assessemnt of creative thinking as different from analytic
thinking by reviewing of their performance by digital recording.
12. New Goals of E-assessment 4
● IT Literacy Skills
○ Due to the mismatch between conventional national
tests, which focus on prespecified knowl-edge and
concepts, and the wider range of knowledge that
students are acquiring by carrying out new kinds of
activities with IT at home
○ Acquire practical skills in using computers that are
not part of the assessment processes that they meet
in schools
○ A framework for ICT literacy (2002)
■ IT literacy: the ability of individuals to use ICT
appropriately to access, manage and evaluate information,
develop new understandings, and communicate with others
in order to participate effectively in society
13. Conclusion
● Hwo IT is changing assessment practies
○ Within policy and curriculum development
○ Within research field
○ With teaching in schools
● Further disscussion
○ What has to be assessed?
○ Hwo IT can supprot all relevant types of
assessments?