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Rethining assessment practices…<br />AL Conference, 21st November 2009<br />Gráinne Conole, IET<br />
Review of assessment practices<br />Factors<br />Open Educational Resources<br />Technology-enhanced learning<br />Shift o...
ePortfolio<br />Asdfasdfasdfasdf a asds<br />aasdf; ;lkjsdfbfdik;jdsf<br />          ;lfdsdfds;ljfds; dsaf sad<br />Asdfas...
Empower <br />Engage students actively in identifying or formulating criteria <br />Facilitate opportunities forself-asses...
Do we over assess?<br />From a student perspective<br />From a tutor perspective<br />How do we build in variability? <br ...
Types of activities<br />Assimilative (attending and understanding content), <br />Information handling (e.g. gathering an...
Pedagogy profile<br />Map of student tasks to time periods (weeks, semesters, etc)<br />Six types of student tasks + asses...
Cloud in cloudworks<br />http://cloudworks.ac.uk/index.php/cloud/view/2682.html<br />Resources<br />Presentation, <br />Li...
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Conole Assessment 21 Nov

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Publicada em: Educação, Tecnologia
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Conole Assessment 21 Nov

  1. 1. Rethining assessment practices…<br />AL Conference, 21st November 2009<br />Gráinne Conole, IET<br />
  2. 2. Review of assessment practices<br />Factors<br />Open Educational Resources<br />Technology-enhanced learning<br />Shift of focus from content to activities<br />OU students do more assessment <br />eAssessment<br />Available 24/7<br />Instant feedback<br />Different question types to support different pedagogical strategies<br />Context<br />
  3. 3. ePortfolio<br />Asdfasdfasdfasdf a asds<br />aasdf; ;lkjsdfbfdik;jdsf<br /> ;lfdsdfds;ljfds; dsaf sad<br />Asdfasdfasdfas<br />dadsfasdf<br />asdfasdfasdfasd<br />Ads<br />asdfasdfasdffasdf<br />Alsdkjfha.,sdnfa.,sdjhfs.kjdanf<br />eAssessment in the OU VLE<br />Moodle quiz<br />Blogs<br />OpenMark<br />Wikis<br />Intelligent <br />Assessment<br />Forums<br />Elluminate<br />STACK<br />Calendar<br />Library<br />resources<br />
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  10. 10. Empower <br />Engage students actively in identifying or formulating criteria <br />Facilitate opportunities forself-assessment and reflection <br />Deliver feedback that helps students self-correct <br />Provide opportunities for feedback dialogue (peer and tutor-student) <br />Encourage positive motivational beliefs and self-esteem <br />Provide opportunities to apply what is learned in new tasks <br />Yield information that teachers can use to help shape teaching<br />Engage<br />Capture sufficient study time and effort in and out of class <br />Distribute students’ effort evenly across topics and weeks. <br />Engage students in deep not just shallow learning activity <br />Communicates clear and high expectations to students. <br />REAP principles<br />
  11. 11. Do we over assess?<br />From a student perspective<br />From a tutor perspective<br />How do we build in variability? <br />Alternatives to 3000-word essay<br />Right ratio of TMAs to ECAs to exams?<br />Should we move to awards-based assessment?<br />If so, how?<br />Discussion<br />
  12. 12. Types of activities<br />Assimilative (attending and understanding content), <br />Information handling (e.g. gathering and classifying resources or manipulating data), <br />Adaptive (use of modelling or simulation software), <br />Communicative(dialogic activities, e.g. pair dialogues or group-based discussions), <br />Productive (construction of an artefact such as a written essay, new chemical compound or a sculpture) and <br />Experiential(practising skills in a particular context or undertaking an investigation).  <br />Assessment(diagnostic, formative, summative)<br />Think exercise…<br />
  13. 13. Pedagogy profile<br />Map of student tasks to time periods (weeks, semesters, etc)<br />Six types of student tasks + assessment<br />Each cell indicates the amount of time spent in that period on each type of task<br />Widget provides graphical view<br />13<br />
  14. 14. Cloud in cloudworks<br />http://cloudworks.ac.uk/index.php/cloud/view/2682.html<br />Resources<br />Presentation, <br />Link to pedagogy profile<br />Link to REAP site<br />Feel free to add to or use as a space to discuss!<br />Further information<br />

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