eassessment for learning

eASSESSMENT FOR LEARNING HUBS Meeting 21 June 2016 - Digital learning and assessment in the BiosciencesNatalie Lafferty - University of Dundee

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An overview of some of our journey with eAssessment

Early adopters of online assessment …Questionmark Perception & Exam Online …Growing adoption leading to estate capacity issues

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What’s driving our use of eAssessment … is it technology or our educational philosophy?

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Many don’t know what they don’t know about technology …Have ideas on formative assessment but not sure how to implement …

Formative assessment serves as an aid to improve teaching and learning activities, provides feedback that moves learning forward and can activate learners as owners of their own learning

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When implemented well, formative assessment can effectively double the speed of student learning Dylan William

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Design learning that fosters active learning including discussions, activities and learning tasks that provide evidence of learning

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Flipped classroom …Why are medical students ‘checking out’ of active learning in a new curriculum?

White, Casey, et al. “Why are medical students ‘checking out’ of active learning in a new curriculum?” Medical Education 48.3 (2014): 314-324

1. Preparation

2. Individual Readiness

Assurance Test - iRAT

3. Team Readiness

Assurance Test - tRAT

4. Consolidation

5. Application Test

6. Peer Evaluation

Team-based learning – accountability for learning

http://www.teambasedlearning.org@nlafferty

Got off to some false starts with team-based learning … highlighted importance of staff development and peer review

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Design team-based learning backwards from the decisions students will have to make and the outcomes you want them to achieve

Team-based learning - using BYOD to support iRAT and tRAT‘The sessions were more interactive and students were more motivated, involved, attentive’ Image Copyright – University of Dundee 20014

Students as consumers … spoon feeding?Encourage students to own their learning

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The best way to learn is to teach Frank Oppenheimer

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Engaging students as digital producers of learningIn the curriculum and through vocational scholarships

Students always asking for more formative assessment …Can be a challenge for staff find time to develop and create

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Run question writing workshops when using PeerWise to prepare students to write their own MCQs

Mix of face-to-face and online teaching

CopyrightIntroduction to copyright issues, Creative Commons, patient consent etc

Managing resources

Presentations/Learning design

Learningtheories

Formative assessment

Feedback

Accessibility, usability – fonts, colour schemesCognitive load, multimedia design principlesUnderstanding learning theories and how they might apply in different learning contexts

How to write a good assessment questions, eg MCQs

Incorporating feedback into your learning resource/activity and different forms of feedback

Searching for resources, managing & curating resources

Ground work covered

@nlafferty

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Equipping students to learn and develop as self-regulated and lifelong learners

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Each student keeps a reflective blog and join a private Google+ community … provides multiple opportunities for feedback

@nlafferty

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Essential in formative assessment … Providing a recipe for action and informing students’ projects

Student created videos – expert peer review and feedback key

@nlafferty

Students as producers of learning creating digital learning resources – “a chance to impact upon other’s learning.”

@nlafferty

(Siemens 2005; Sandars 2009)

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Teaching is listening … learning is talking …Desire to be a better teacher

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Will we use technology to assess the way we’ve always assessed or to try something different?

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Nurture evidence-based practice and a community of practice in teaching and learning Academics - Students - Educationalists – Psychologists – Educational Technologists