Ort workshop on eassessing ICT

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Ort workshop on e-assessing ICT

• By Terry Freedman

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Introduction to the session

• Who I am, what this session is about
• Intended outcomes
• By the end of this session you will
• Understand some of the possibilities of
  e-assessment
• Understand some of the issues and difficulties
  associated with e-assessment
• Have been introduced to some possible solutions

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Terminology what is e-assessment?

• Use of technology to mark students test papers
• Use of technology to assess ongoing work
• Assessment of students ICT capability
• We will be concentrating on the third of these.

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Group work on issues snowball exercise

• The aim of this exercise is to end up with no
  more than two sets of agreed views on the 6 most
  desired characteristics of ICT assessment.
• Write down at least 6 ideal characteristics of an
  e-assessment system
• In pairs, agree on 6 ideal characteristics of ICT
  assessment
• As above, in 4s
• As above in 9s

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Snowball exercise feedback to whole group

• Feedback
• Discussion
• Issues arising

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Possible characteristics

• The assessment method must
• assess what it purports to assess (validity), eg
  not merely assess memory or reading/writing
  ability
• Be accurate (the whole is greater than the sum of
  its parts)
• assess what you want it to assess
• assess consistently (reliability)
• make use of available technology
• be accessible

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Possible characteristics

• The assessment method must
• be useful for diagnosis
• be available on demand
• be consistent with teaching method
• provide information that is useful to student
• provide information that is useful to teacher
• provide information that is useful to parents
• provide information that is useful to employers

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Possible characteristics

• The assessment method must
• be interesting
• be exciting
• be challenging
• be relevant
• be usable by non-ICT specialists
• be usable in other subjects
• be robust, ie immune to cheating
• be updateable in a cost-effective way

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Video

• http//www.teachers.tv/video/5431
• What issues did you manage to identify earlier?
• What sorts of approaches might you use in your
  school?

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More terminology

• Terminology
• ICT capability
• Summative vs formative assessment
• High stakes assessment vs low-stakes assessment

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Plus a few issues

• Issues
• Competing, and conflicting, demands regarding the
  purpose of assessment, eg by different
  stakeholders
• Administrative considerations, eg length of test
  session(s)
• Digital divide issues

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Plus a few more issues

• Issues
• Usual assessment-related issues of reliability
  and validity
• Assessing higher-order skills
• Product vs process
• Snapshot vs movie

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Possible solutions

• How might we address these issues and achieve the
  characteristics weve identified as desirable?
• How can you make use of some of the ideas shown
  in the video, without needing the high-tech
  investment shown?

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Diagnostic assessment

• How can you find out what the individual student
  knows?
• How can you find out what proportion of the class
  has understood?
• Student response systems

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Summative assessment

• Think about
• Project work
• Moderation
• Use of rubrics
• Concept of key characteristics
• Use of an e-portfolio

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Formative assessment (Assessment for Learning)

• Think about
• Process
• Feedback
• Use of technology, eg mobile phone camera
• Self-assessment
• Peer assessment
• Automated marking
• Use of Web 2.0 blogs, wikis, forums

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What next?

• Prioritise at least 3 things that you will do
  next. For example, review your current methods of
  assessing ICT.
• Think of some quick wins, ie things that you
  can put into place more or less immediately and
  which will make a huge impact.

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Example 1 Rules Base
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Example 2 Rubric

• See http//horizonproject.wikispaces.com/HPRubric
  s

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Further ideas and information

• http//www.ictineducation.org/db/ort