assessment t&lquality blearning_m_joao_loureiro

Maria João Loureiro

assessment as a strategy to promote online interaction

CIDTFF, DE, Universidade de Aveiro

assessment as a strategy to promote teaching and learning

quality in blended contextsproject SPEAQ@UA seminar

17 May 2013




objective interaction case 1 case 2 case 3 case 4 case 5 final thoughts

topicstopics




share experiences/reflections

objective

blended learning http://edbuzz.org/sroner/2009/07/blended-learning-boosts-achievement/

http://cronicasparamaistarderecordar.blogspot.pt/2009/08/redes-sociais-era-da-partilha-digital_04.html

objective




creating, managing and sustaining

interaction

critical aspect

interaction

http://www.userlike.com/article/online-customer-interaction

http://www.dren.org/online_learning.65.php



CIDTFF, DE, Universidade de Aveirointeraction

learners interact

blended learning contexts




“ba - shared context in which knowledge is (…) created and utilised” (Nonaka et al., 2000)

Source: Rai (2011), adapted from Nonaka et al., (2000)




Quality interaction involves critical thinking and reflection (assessment)

http://theunboundedspirit.com/how-to-improve-critical-thinking-and-decision-making-in-discussions/

CRITICALHINKING




should provide opportunities to learn and cultivate community sense• continuous participation (posting)

introductory biographical posts (personal pages – Web 2.0)familiarization sessions with the technology (face to face)! no posting doesn’t imply no learning (lurkers interact with content)

• social presence/community sense (belonging, respect, …)integration of stories (personal episodes)use smiles, affective expressions, humor …

• cognitive involvement task should meet students needs, authentic learning -> flexibility,

negotiation thread discussions

• mix synchronous and asynchronous tech.• feedback

interaction




educacional tech.(initial teachers’ education)

thread discussions (teachers-led)

ICT integrationInternet security…

case 1




assessment criteria• quantity as well as quality

relevance, correctness, deepness, critical thinking, reference to peers posts, participation

teacher assessment

• helped students to auto-assess their contributions• increased the:

participation quality of the interaction

case 1

added-value




professional education

social network - thread discussions

(students-led) share problems/questions “I had problems to

install software X, can you help me?”

- blogs (reflection)

case 2




assessment categories

questions

teacher assessment

improved participationrelevance of the questions

peer feedbackimproved problems

specification: “… explain the situation …”

Questions

Open Closed

Professional

relevant9 16

Academic 1 5

case 2

some students felt uncomfortable students’ lack of written communication competencies

added-value

constraint




MsD post-graduation(EvalEducSoftware)

5 weeks, 2 face-to-face sessions (12h each) and group work at a distance

blogshttp://ase07.blogspot.com/

auto, peer and teacher assessment

case 3



CIDTFF, DE, Universidade de Aveirocase 3

students’ perceptions

students’ reflections 1

students’ reflections 2

auto + hetero - assessment

hetero - assessment




Activities and explored tools

0 4 8 12 16

Activities' framework

Organization of the face-to-face sessions

Suitability of the activities

Suitability of the theoretical framework

Intra-group interaction

Inter-group interaction

Relevance of the communication tools

Relevance of the discussions

Suitability of the assessment strategies

Duration of the module

To

pic

s

Number of students

completely disagree disagree agree completely agree don't know

case 3

N=19




The relevance and dificulties of the tasks

0 4 8 12 16

Survey of perceptions

Reading of bibliography

Discussion and synthesis of reading

Self-assessment

Group work

Presentation and discussion of group work

Self- and hetero-assessment

Concept maps

Hetero-assessment of collaboration competences

Pro

po

sed

tas

ks

Number of students

dificultyrelevance

N=19




post-graduation (EAD)

wiki http://ead0809.wetpaint.com/

assessment strategies (similar to the previous case)

peer-assessment of the progress (1th version work) compulsory

some students felt uncomfortable assessment activities are not

valued

case 4

constraint




post-graduation (Evaluation and quality in education)

LMS forums

auto and group assessment (learning strategies/online com)

assessment activities valuedincreased interaction and reflection level

case 5

0 5 10 15 20

a1

a3

a5

a7

a9

a11

a13

Níveis de participação passiva e activa

% mensagens

% acesso

added-value




have we promoted learning (online interaction) quality?teachers and/or peers assessment is essential

cases 1, 2, and 5students perceptions about evaluation and assessment

cases 3 and 4time consuming if teacher centeredcompatibility with diversity of task both of students (part time) and HE

teachers

shouldn’t be explored in a single module/discipline

final thoughts




thank you for your [email protected]




Voltar




assessment categories

Interação – referencia a outro(s) participante(s) ou a mensagens de outros participantes. Existe ainda algum nível de interação quando numa mensagem se solicita o contributo de outros participantes (“Aceitam-se contributos (…)”).

Partilha de informação – mensagens em que se emite uma opinião, se faz uma afirmação, se avança uma proposta (“(…) uma forma de ultrapassar a dificuldade que acabaram de relatar, poderá passar por (…)”) se partilha leituras ou experiências. Nesta categoria incluíram-se também as mensagens em que se partilhava informação de forma sintetizada (embora não envolvendo avaliação e reflexão).

Discussão – mensagens em que existe identificação de problemas ou dissonâncias (“penso que será necessário em primeiro lugar refletir (…)”) ou questionamento (formulação de questões), distingue-se da categoria “interação_incentivo”, dado haver solicitação com questões concretas.

Reflexão – agruparam-se nesta categoria as mensagens em que existe análise do percurso (“Senti uma necessidade imediata de repartir, comunicar e refletir (…)”) ou avaliação.

Case 5

assessment t&lquality blearning_m_joao_loureiro

Education

online interactioncidtff

maria joo loureiroassessment

strategy topromote teaching

critical thinking

learning lurkers

participation quality

quality relevance

technology face