11

Designing Learning-Designing Learning-oriented Assessment oriented Assessment

for Flexible for Flexible Learning and Learning and

TeachingTeaching

Designing Learning-Designing Learning-oriented Assessment oriented Assessment

for Flexible for Flexible Learning and Learning and

TeachingTeaching

Professor Mike KeppellProfessor Mike Keppell

Director, The Flexible Learning Director, The Flexible Learning

InstituteInstitute

Charles Sturt UniversityCharles Sturt University

Professor Mike KeppellProfessor Mike Keppell

Director, The Flexible Learning Director, The Flexible Learning

InstituteInstitute

Charles Sturt UniversityCharles Sturt University

22

Charles Sturt UniversityCharles Sturt University

Multiple campuses across regional NSW

33

About CSUAbout CSU

Charles Sturt University Regional University

Multiple CampusesNine Campuses (NSW &

Canada)

Four FacultiesArts, Business, Education,

Science

24 Schools Focus on Professions

44

Total students 37,964

Domestic 32,645

International 5,319

On campus 9,568

Distance education 23,367

Mixed mode 5,029

Academic staff 672

General staff 1144

Courses/Degrees 400

About CSU - 2010About CSU - 2010

55

OverviewOverview

Context for distance learners

Curricular landscape of distance learners

Importance of assessment for distance learners

Assessment-as-learning for distance learners

Design of learning-oriented assessment

Challenges of learning-oriented assessment

66

Context for Distance LearnersContext for Distance Learners

Off-campus and on-campus experience

Ubiquity of ‘places’ and ‘spaces’ of learning

Flexible learning options

Life-wide and life-long learning

77

Context for Distance LearnersContext for Distance Learners

Growing acceptance that learning occurs in

different ‘places’ - on-campus/off-campus

Approaches emerging include ‘flexible’, ‘open’,

‘distance’ and ‘off-campus’ that assist the ubiquity

of learning in a wide range of contexts (Lea &

Nicholl, 2002).

Growing acceptance of life-long and life-wide

learning.

88

Flexible Learning...Flexible Learning...

...provides opportunities to improve the student

learning experience through flexibility in time, pace,

place (physical, virtual, on-campus, off-campus),

mode of study (print-based, face-to-face, blended,

online), teaching approach (collaborative,

independent), forms of assessment and staffing. It

may utilise a wide range of media, environments,

learning spaces and technologies for learning and

teaching.

99

Blended & Flexible Learning...Blended & Flexible Learning...

...is a design approach that examines the

relationships between flexible learning

opportunities, in order to optimise student

engagement and equivalence in learning outcomes

regardless of mode of study (Keppell, 2010, p. 3).

1010

Curricular Landscape of Distance Learners

Curricular Landscape of Distance Learners

Contemporary curriculum needs to be designed

to account for a variety of perspectives so that

distance learners can engage as successful

learners.

Designing curriculum through multiple

perspectives ensures that the different

circumstances of the distance learner are

considered in a thoughtful and considered way.

1111

PerspectiPerspectivesves

PerspectiPerspectivesves

Multi-literaciesMulti-literacies

ICTICT

InteractionsInteractions

AssessmentAssessment

Multi-literaciesMulti-literacies

ICTICT

InteractionsInteractions

AssessmentAssessment

Learning spacesLearning spaces

PedagogyPedagogy

12

Physical Virtual

Formal Informal InformalFormal

Blended

Mobile Personal

OutdoorProfessional

Practice

Distributed Learning Spaces

Academic

1313

Pedagogy & Multi-literaciesPedagogy & Multi-literacies

Designing curricular from a

pedagogical perspective

directly influences

assessment design.

Designing curricular from a

multi-literacies perspective

embeds teacher and

student digital interactions

into the curriculum.

1414

Informal Virtual Learning Spaces

Formal Virtual Learning Spaces

ICTICT

1515

InteractionsInteractions

Information access (subject expectations)

Interactive learning (learner-to-content interactions)

Networked learning (learner-to-learner, learner-to-

teacher interactions)

User-generated content (learners-as-designers,

assessment-as-learning) (Herrington & Oliver,

2001).

1616

Assessment 2020Assessment 2020

Assessment has been most effective when:

assessment is used to engage students in learning that is productive

feedback is used to actively improve student learning

students and teachers become responsible partners in learning and assessment

students are inducted into the assessment practices and cultures of higher education

1717

Assessment 2020Assessment 2020

assessment for learning is placed at the centre of subject and program design

assessment for learning is a focus for staff and institutional development

assessment provides inclusive and trustworthy representation of student achievement (Boud & Associates, 2010).

1818

Learning-oriented AssessmentLearning-oriented Assessment

Putting learning at the centre of assessment and reconfiguring assessment design so that the learning function is emphasised.

1919

Learning-oriented assessment

Assessment tasks as learning tasks

Student involvement in assessment processes

Forward-looking feedback

2020

Assessment tasks determine student effort

While students are focussed on the learning task

they also fulfil the measurement requirement of the

subject/curriculum.

Tasks should require distribution of student time and

effort throughout, not just short bursts of energy

towards the end (Gibbs & Simpson, 2004)

Assessment Tasks as Learning Tasks

2121

Student Involvement in Assessment

Student Involvement in Assessment

Students begin to learn about assessment

Students begin to determine the quality of their own

work

Students learn about reflection, peer feedback and

self-evaluation

Some degree of student choice in assessment

tasks.

2222

Forward-looking FeedbackForward-looking Feedback

Students need to receive appropriate feedback which they can use to ‘feed forward’ into future work.

Feedback should be less final and judgemental (Boud, 1995)

Feedback should be more interactive and forward-looking (Carless, 2002)

Feedback should be timely and with a potential to be acted upon (Gibbs & Simpson, 2004)

2323

Designing Learning Resources Designing Learning Resources

This subject was designed to allow Hong Kong

students to bring together, in a coherent

manner, the processes of analysis, design,

production and evaluation of learning

resources.

2424

Authentic TaskAuthentic Task

The group project provided an opportunity to apply principles and skills learned in the subject.

Needs analysis & Concept map - visual map of project

At least 10 original photographs

One digital learning resource

15 minute presentation about the project

Written Report

2525

Teacher feedback - Verbal

Peer feedback - Verbal

Feedback as feed-forwar

d

1. Authentic

Task

2. Criteria - Rubric

3. NeedsAnalysis

4. Concept

Map

5. Student Presentatio

n

6. Learning Resource

Student feedback -

Verbal

Teacher feedback - Written

Needs analysis

Concept mapDigital learning resourceReport

Feedback as feed-forwar

d

Assessment AS

learning task

Students as self-

evaluators

2626

ePortfolios in AssessmentePortfolios in Assessment

Embedding the use of an ePortfolio into the

Bachelor of Education (Early Childhood and

Primary)

ePortfolio would be iteratively designed

throughout the four years of study

2727

Types and Purposes of ePortfolios

Types and Purposes of ePortfolios

Assessment - formative and summative, learning-oriented, feed-forward

Showcase ‘best’ work to peers, teachers, potential employers

Development over time to show changes in thinking. They also provide a ‘snapshot’ of capability at a certain time.

Reflective - personal and professional, critical/analytical as opposed to descriptive (Stefani, Mason & Pegler, 2007)

2828

Embedding of ePortfoliosEmbedding of ePortfolios

Different purposes of ePortfolios at different year levels

1st year - development/showcase/assessment

2nd year - reflection/assessment

3rd year - development - self-directed

4th year - showcase and leadership

2929

First Year ActivitiesFirst Year Activities

Reflection on Graduate Attributes

Learning Contract: filling the perceived gaps – self-

directed learning

Course outcomes – reflection on how 1st semester

study demonstrated progression.

3030

3131

3232

Characteristics of the Assessment Task

Characteristics of the Assessment Task

Alignment of learning outcomes, content and assessment

Distribution of student time and effort throughout degree program

Degree of student choice in assessment task

Relationship between assessment task and real-world task

Portfolio could be utilised for different purposes

3333

Challenges - Learning DesignChallenges - Learning Design

Design of authentic, real-world assessment tasks requires a knowledge of learning outcomes and student-centred pedagogy e.g project-based, problem-based activities

3434

Challenges - Learning DesignChallenges - Learning Design

Learning design is defined as: “a methodology

for enabling teachers/designers to make more

informed decisions in how they go about

designing learning activities and interventions,

which is pedagogically informed and makes

effective use of appropriate resources and

technologies” (Conole forthcoming, 2012, p. 8).

3535

Multi-literaciesMulti-literacies

Wide range of skills that allow the user to to locate, evaluate, organise, analyse and utilise knowledge

Formal literacy, disciplinary literacy, socio-cultural literacy, information literacy.

3636

Accountability and TrustAccountability and Trust

Accountability of assessment practices is common due to the need for standards

Plagiarism and a lack of trust may influence the types of assessment undertaken

3737

Group ProjectsGroup Projects

Equitable contribution

Peer assessment of other students may send mixed signals

Peer learning and peer assessment are about students providing feedback to each other

3838

Conclusion - Key PrinciplesConclusion - Key Principles

Assessment tasks as learning tasks

Student involvement in the assessment processes

Forward-looking feedback

3939

FLI Website: http://www.csu.edu.au/division/landt/flexible-learning/FLI Blog: http://blendedandflexiblelearning.blogspot.com/FLI Twitter: http:// twitter.com/#%21/FLINewsFLI Delcious: http://www.delicious.com/flexiblelearninginstituteFLI Design: http://blendedandflexiblelearning.wikispaces.com/homeFLI YouTube: http://www.youtube.com/user/FLIMediaMike’s Slideshare: http://www.slideshare.net/mkeppellMike’s Blog: http://mike-keppell.blogspot.com/