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eAssessment

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This quiz has been created using the free PictureGrid editor available from ... NB: These drag and drop quizzes only work if they all fit on the same screen. ... – PowerPoint PPT presentation

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Title: eAssessment


1
e-Assessment
  • An introduction to the why, what and how.

2
Pre-requisite knowledge
  • Before exploring this pack you should have looked
    at
  • What is Accessibility?
  • An Introduction to the Disability Legislation

3
Why e-Assessment?
  • Efficiency
  • Simple low level knowledge can be tested
    frequently without teacher needing to be
    involved. Example bones of the skull. Drag and
    drop the right names to match the images. This
    quiz has been created using the free PictureGrid
    editor available from Tower Hamlets College. Go
    to http//www.tower.ac.uk/curweb and put the term
    picturegrid into the search box.
  • NB PictureGrid produces three outputs a web
    based quiz, a Word based quiz and a PowerPoint
    based quiz. In this example the Word based sample
    has been used.

4
Why e-Assessment?
  • Efficiency
  • By getting the learners to work in groups
    creating online assessments, deep learning takes
    place AND multiple quizzes can be produced
    simultaneously. Example - language practice.
    This Hot Potato example was produced by teaching
    the learners how to create the quizzes and
    getting them to work in pairs to produce
    vocabulary tests for one another.
  • Download Hot Potatoes from http//www.halfbakedso
    ftware.com/hot_pot.php
  • If your browser restricts active content it is
    safe to click on the dialogue box and select
    Allow blocked content on all these quizzes.
  • NB These drag and drop quizzes only work if they
    all fit on the same screen. If creating such a
    quiz, reduce the number of questions if necessary
    to make them fit on one screen.

5
Why e-Assessment?
  • Formative
  • By effectively using the feedback function in the
    software, testing can be more like a conversation
    with the teacher or even a conversation with the
    examiner. Answers do not need to be seen as right
    or wrong but stronger or weaker, as in the Hot
    Potato examples below
  • Economics example actual student answers from
    an A level mock exam are included here. By
    clicking on the different student answers you get
    the examiner feedback.
  • English example this is part of a suite of
    quizzes designed to create a conversation with
    the teacher about extracts from a series of
    books on the syllabus.

6
Why e-Assessment?
  • Contextualised
  • The use of images, sound or even video clips in
    the quizzes enable the learner to relate the quiz
    to a real life situation or a real exam
    scenario. In the Hot Potatoes examples below
    Sample A will work in a wider range of browsers
    but the feedback (pale blue bar near the title)
    is easily missed. Sample B provides more visible
    feedback but only works on newer browsers.
  • weather symbols sample A weather symbols
    sample B
  • Including images in materials is very
    straightforward and contextualises the quiz.
    Sound clips or links to video clips can also be
    included. 

7
Why e-Assessment?
  • Fun
  • By adding a new twist to traditional teaching
    approaches, more learners can be motivated and
    engaged.
  • Language example In this Hot Potato quiz the
    learner listens to the sound clip and then
    selects the relevant photograph to which it
    applies (feedback is in the pale blue bar towards
    the top of the screen).
  • Staff development example an original flow
    diagram used in staff training was turned into an
    interactive staff development exploration using
    Quandary software (http//www.halfbakedsoftware.co
    m/quandary.php).
  • Quandary Quiz created courtesy of Cheryl
    Reynolds based on original diagram by Alistair
    McNaught.
  • Health and social care example - self marking
    Excel spreadsheet allows users to test their
    knowledge and explore their ignorance in
    privacy with feedback.

8
What can we assess?
  • Skills
  • Knowledge (formative)
  • Knowledge (summative)
  • Higher order skills or deep learning

9
What shouldnt we assess?
  • We shouldnt assess the following unless they are
    a specified learning outcome
  • Speed?
  • Spelling?
  • Manual dexterity?
  • Visual acuity?
  • Auditory perception?
  • Short-term memory?
  • Physical endurance?

10
How do I know what I am assessing?
  • The purpose of the assessment.
  • What are the learning outcomes?
  • Use a skills matrix to uncover my requirements.
  • Map tasks and criteria so I know what I expect of
    the learners.
  • Remember to make your expectations explicit to
    the learners!

11
What pedagogical issues are there to consider?
  • Design for all
  • Designing your assessments so that all students
    find them accessible
  • Equivalence
  • Finding alternatives to assessments for learners
    with disabilities if no reasonable adjustment can
    possibly be made
  • Assuring a valid assessment experience
  • All students undergoing the assessment have an
    equal chance of achieving the same outcomes,
    whatever the mode chosen

12
Design for All
  • Selection of mode and design with accessibility
    in mind
  • Enriches experience for all users
  • Is not the lowest common denominator
  • Is not bland and anti-technology
  • Basic principles are easy to apply

13
Equivalence
  • Not a case of when all else fails
  • Encourages lateral thinking about mode of
    assessment
  • Not only for students with disabilities
  • Can be costly and time consuming
  • Make use of student input to the design

14
Valid assessment experience?
  • Accessible vs. validity?
  • Can assessments be both accessible and meet the
    validity test?
  • Mode and method must allow student to achieve
    intended outcomes
  • It should not mean that some students achieve
    different outcomes from others.
  • Outcomes must be the same for all students
  • IMS guidelines
  • These are a handy test for the validity of your
    assessment

15
Conclusion
  • E-assessment has much to offer a wide range of
    learners and much to offer their teaching staff.
  • Since e-assessment is more likely to take place
    away from teacher support, good question design
    is important to ensure learners abilities are
    being tested rather than their disabilities.
  • Think about the user and consult with specific
    learners where problems are anticipated.
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