1. LI502: Assessment and Feedback in theOnline Environment@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University

2. Advantages and disadvantages ofe-assessment @t_eloise Dr. Eloise Tan, Learning Innovation Unit, Dublin City University 3. Palloff and Pratt (2009) Assessing theOnline Learner Chapter two: Assessment Online (pp.29-48) @t_eloise Dr. Eloise Tan, Learning Innovation Unit, Dublin City University 4. Reading Promptshttp://drheaonline.ie/mod/page/view.php?id=864 Much of this chapter promotes self-assessment, peer-assessment, and student choice in assessment: arethese approaches to assessment / feedback that arevalued within your discipline? Are they approachesyou would like to move towards in your own teaching? What are the pedagogical challenges / opportunitiesof assigning marks to participation? How do youcurrently assess (or not assess) participation inmodules that are face to face? "Many of todays students are entering onlineclassroom with a higher level of technical skill thantheir instructors possess". Much has been writtenabout the 21st century learner and the digital native /immigrant. How can constructions of 21st centurylearners or digital natives influence how educatorsapproach assessment online?@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University 5. Chat box What are some of the principles suggested by Palloff and Pratt for effective online assessment@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University 6. Principles of effective onlineassessment (p.30) Learner-centred Encourage self reflection Include rubrics for discussion / assignments /collaboration Encourage self and peer assessment Contextual and aligned to learning outcomes Include learner input@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University 7. Examining underlying claims1. Classes are composed of 21st century learners /educators2. Educators should strive for a learner-centredprocess / students want a learner-centred process3. Online assessment / feedback tools are reusableand efficient4. Student input into assessment design is helpful@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University 8. Claim #1: 21st century learners /educators "Many of todays students are entering onlineclassroom with a higher level of technical skill thantheir instructors possess (p.44) Marc Prenskys Digital immigrants and nativeshttp://www.marcprensky.com/writing/prensky%20-%20digital%20natives,%20digital%20immigrants%20-%20part1.pdfMichael Weschs video A vision of Students Todaybased on his undergraduate class of 200 culturalanthropology students@t_eloise Dr. Eloise Tan, Learning Innovationhttp://www.youtube.com/watch?v=dGCJ46vyR9oUnit, Dublin City University 9. However Involvement in social networking is different fromparticipating in an online course (p.29) teachers should not assume that because manychildren are adept at using new and emergingtechnology, that they are able to apply them freely informalised learning contextschildren may haveskills in the use of technology, but teachers have theskills and the knowledge to create engaging andexciting learning opportunities and environmentshttp://steve-wheeler.blogspot.com/2011/05/natives-are-revolting.html@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University 10. ECAR National Study ofUndergraduate Students andInformation Technology, 2011Infographic http://www.educause.edu/studentsAndTechnologyInf ographic@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University 11. Claim #1. Classes are composed of 21st centurylearners / educators Assumptions about the technical abilities / needs/ wants of learners should not lead the design ofonline education Technology should be a vehicle for thepedagogy, not drive the pedagogy. 21st century learner concept assumes ahomogeneity for our students abilities / needs@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University 12. Claim #2: Learner centred + Selfreflection = (p.31 35)Sage on the stage v. guide on the side (King, 1993)http://projects.coe.uga.edu/epltt/index.php?title=Conceptual_Change@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University 13. What does learner-centred mean?Gibbs (1992): learner-centred learning gives learnersgreater autonomy and control over choice of subjectmatter, learning methods and pace of study Gibbs, G. (1992). Assessing More Students. Oxford: Oxford Centre for Staff Development.student responsibility and activity in learning (Cannonand Newble in Lea et al, 2003: 321).Lea, S.J., Stephenson, D. & Troy, J. (2003) Higher Education Students Attitudes to Student-centredLearning: Beyond educational bulimia? Studies in Higher Education, 28(3), 321-334Other definitions of Learner-centred pedagogy http://www.intime.uni.edu/model/center_of_learning_files/definition.html. http://www.aishe.org/readings/2005-1/oneill-mcmahon-Tues_19th_Oct_SCL.html@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University 14. National Strategy of HigherEducationTeachers in higher education need to stimulateactive, not passive learning, and to encouragestudents to be critical, creative thinkers, with thecapacity to go on learning after their college daysare over (DES, 52-53, 2011). http://www.irishtimes.com/focus/2011/hunt-report/index.pdf@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University 15. Claim #2: Learner centred + Self reflection = A learner centred assessment must be designedwithin the context of learning outcomes designedwith self reflection and learner-centredness in mind.Students (and educators) need to be scaffolded inthe move towards learner centredness.@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University 16. Claim #3: Online assessment /feedback is efficient and reusableOpen Educational Resources (OERs)- Digitised, online teaching and learning resourcesavailable to the public- Open licensingVideo explaining Creative Commonshttp://www.youtube.com/watch?v=1DKm96FtfkoFAQs on OERsfrom the HEA UKhttp://www.engsc.ac.uk/oer/faq@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City UniversityImage credit: http://cnx.org/content/m35664/latest/ 17. Open Educational ResourceRepositories http://www.jorum.ac.uk/ Search: Learning theories higher education http://www.open.edu http://www.open.edu/itunes//openlearn/ https://dspace.ndlr.ie/ Irish repository@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University 18. Claim # 3: Online assessment / feedback tools arereusable and efficient Reusable resource does not equal appropriate resource New area of intellectual property, must be informed http://theedublogger.com/2012/02/09/the- educators-guide-to-copyright-fair-use-and- creative-commons/ If reusability is a factor in design then tools can@t_eloise Dr. Eloise Tan, Learning Innovation save time / energy (ex. General feedback)Unit, Dublin City University 19. Claim #4: Student input into assessmentdesign is helpful and empoweringhttp://pearsonewa.pbworks.com/w/file/47125124/Student%20Choice%20Assessment@t_eloise Dr. Eloise Tan, Learning Innovation%20Standard%20PDF.pdfUnit, Dublin City University 20. ONeill, G (Ed) (2011) A Practitioners Guide toChoice of Assessment Methods within aModule, Dublin: UCD Teaching and Learning,http://www.ucd.ie/teaching/resources/assessment/howdoyouassessstudentlearning/When presented with the option between essaysand creating a wiki@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University 21. Claim #4: Student input into assessment design is helpful and empowering Move towards learner input must be scaffolded Students may not choose what you think theyshould The choices must each be aligned with thelearning outcomes, choice for choices sake ismeaningless@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University 22. Helpful Resources in this chapter One minute paper activity online Critical Incident Questionnaire Student Assessment of Learning Gains tool Tips for self and peer assessment design Webquests @t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University 23. Recap Accessibility Pros: options for catering to all abilities Cons: Can seem daunting what is reasonable accommodation? Efficient Pros: can replicate assessments, reusability Cons: tools require front end investment in time and training Timeliness of feedback Pros: Technology allows for personal feedback in a variety of mediums(audio, video) Cons: Lecturers held accountable for feedback Self / Peer assessment Pros: Technology allows for opportunities to self / peer assess Cons: Open Educational Resources (OERs) Pros: Disciplinary options available Cons: Does online assessment allow for increased plagiarism opportunities? Institutional supportSimultaneous drive to online learning not always accompanied with appropriatetechnical support and training@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University 24. P.31 One minute paper What was the most important thing you learned inthis overview? What questions remain unanswered? (What did you contribute to the learning processthis week?)@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University 25. Case study discussion@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University 26. Case studiesCase study 1. Enhancing the experience offeedback, University of Leicester Audio-recorded feedback and podcasts of feed- forward guidance were used to assist students with writing assignments and to tackle retention issues.Case study 2. Facilitating peer and self-assessment, University of Hull andLoughborough University Peer assessment of project groupwork was facilitated via an online tool, WebPA. Students marked each others contributions according to@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University specified criteria. 27. Group discussion instructionsOVERVIEW We will split you into groups and send you to a new room todiscuss one of the two case studies. Task instructions and case study to be discussed by your groupwill be displayed on the whiteboard You will have 10 minutes to spend on the discussionINSTRUCTIONS1.Appoint a group chairperson to keep the task on track2.The group should discuss the following based on the casestudy Your experiences of this type of assessment/feedback Advantages/disadvantages of the approach3. If you wish, you can use the whiteboard to keep notes4. One member of the group should report back to the rest of the class@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University 28. Using the whiteboard@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University 29. Creating a new page in thewhiteboard Select New page@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University 30. Help while in the breakout room A member of the group should raise their hand:@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University 31. Questions?@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University