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The Use of ICT for the Assessment of Key Competences Irish Presidency Conference Better Assessment and Evaluation to Improve Teaching and Learning 19-20.

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Presentation on theme: "The Use of ICT for the Assessment of Key Competences Irish Presidency Conference Better Assessment and Evaluation to Improve Teaching and Learning 19-20."— Presentation transcript:

1 The Use of ICT for the Assessment of Key Competences Irish Presidency Conference Better Assessment and Evaluation to Improve Teaching and Learning March 2013 Christine Redecker Yves Punie

2 IPTS : Part of Joint Research Centre of the EC: 7 Research Institutes across Europe Mission : “to provide customer-driven support to the EU policy-making process by developing science-based responses to policy challenges that have both a socio-economic as well as a scientific/technological dimension” IPTS- Who we are

3 Future Learning Spaces in Learning 2.0 in formal E&T Learning 2.0 in informal settings Creativity & Innovation in schools in EU eLearning in the EU10 MS - Digital Competence - Active Ageing & Learning Tell-Net Teacher Networking Review ICT Impact IPTS Studies on ICT for Learning The Future of Learning ICT for the Assessment of Key Competences Digital Competence Mainstreaming Creative Classrooms Open Education in Europe 1to1 Learning initiatives in Europe Mapping Technologies for Learning DC Follow up

4 Where we stand Multiple Choice Short Answer Generation 1 Automated administration and/or scoring of conventional tests Adaptive Testing Generation 2 Generation 4 Intelligent Tutors Automated Feedback Personalised feedback and tutoring Learning 2.0 Generation 3 Continuous integrated assessment Data Mining & Analysis Behavioural tracking Generation Re-invention Transformative strategy: use technology to change test formats Peer assessment Collaborative multimedia learning environments Online collaboration Virtual laboratories Games Simulations Virtual Worlds Replication of complex real life situations within a test Bunderson, Inouye & Olsen (1989). The four generations of computerized educational measurement. In R. L. Linn (Ed.), Educational measurement (Third ed., pp ). New York: Macmillan Bennett, R. E. (2010). Technology for Large-Scale Assessment. In P. Peterson, E. Baker & B. McGaw (Eds.), International Encyclopedia of Education (3rd ed., Vol. 8, pp ). ford: Elsevier Efficient testingPersonalised learning Learning Analytics Computer-Based Assessment (CBA)Technology-enhanced learning

5 Current use of ICT in assessment in schools Central recommendations on the use of ICT in pupil assessment in compulsory education in primary and general secondary education (ISCED 1, 2, 3), 2009/10 Source: Eurydice (2011). Key Data on Learning and Innovation through ICT at School in Europe 2011, Education, Audiovisual and Culture Executive Agency. There is scope for improvement

6 1 st Generation CBA: Problem-Solving ear_old/backtofront.swf World Class Arena Sample Test: Problem Solving (9 years) Examples

7 _year_old/pyramids.swf Problem Solving 13 years Generation Re-Invention: Problem-Solving Examples

8 1 st Generation CBA: Situational Judgement EPSO sample situational judgement test questions; Examples

9 Generation Re-Invention: e-tray exercise EPSO sample assessment centre e-tray exercise Examples

10 Future eAssessment Strategies Multiple Choice Short Answer Generation 1 Automated administration and/or scoring of conventional tests Adaptive Testing Generation 2 Generation 4 Intelligent Tutors Automated Feedback Personalised feedback and tutoring Learning 2.0 Generation 3 Continuous integrated assessment Data Mining & Analysis Behavioural tracking Generation Re-invention Transformative strategy: use technology to change test formats Computer-Based Assessment (CBA)Technology-enhanced learning Peer assessment Collaborative multimedia learning environments Online collaboration Virtual laboratories Games Simulations Virtual Worlds Replication of complex real life situations within a test Bunderson, Inouye & Olsen (1989). The four generations of computerized educational measurement. In R. L. Linn (Ed.), Educational measurement (Third ed., pp ). New York: Macmillan Bennett, R. E. (2010). Technology for Large-Scale Assessment. In P. Peterson, E. Baker & B. McGaw (Eds.), International Encyclopedia of Education (3rd ed., Vol. 8, pp ). ford: Elsevier. Learning Analytics Efficient testingPersonalised learning

11 Towards Generation 3: Datamining Signals nals/signals_final/index.htm Similar: GPS at Northern Arizona University ade-performance-status.asp Examples

12 Towards Generation 3: Behaviour Tracking Example: SNAPP SNAPP is a software tool that allows users to visualize the network of interactions resulting from discussion forum posts and replies. Teachers can rapidly identify patterns of user behaviour. SNAPP can extract all user interactions from various commercial and open source learning management systems, such as BlackBoard and Moodle. Examples

13 Towards Gen 4: Intelligent Tutoring Systems GnuTutor (http://gnututor.com/) OpenSource version of AutoTutor https://www.youtube.com/watch?v=k6HDE EnYuIA&feature=player_embedded AutoTutor https://www.youtube.com/watch?v=aPcoZPj L2G8 Examples

14 Generation 1 Generation 2 Generation 4 Personalised feedback and tutoring Learning 2.0 Generation 3 Continuous integrated assessment Generation Re-invention Computer-Based Assessment (CBA)Technology-enhanced learning Collaborative multimedia learning environments Bunderson, Inouye & Olsen (1989). The four generations of computerized educational measurement. In R. L. Linn (Ed.), Educational measurement (Third ed., pp ). New York: Macmillan Bennett, R. E. (2010). Technology for Large-Scale Assessment. In P. Peterson, E. Baker & B. McGaw (Eds.), International Encyclopedia of Education (3rd ed., Vol. 8, pp ). ford: Elsevier. - mainstream use for high stakes testing - further development of innovative test formats - increased ease of use at school level - trend towards automated scoring → cultural change: increased acceptance of CBA Automated administration and/or scoring of conventional tests Adaptive Testing Replication of complex real life situations within a test - Multimedia collaborative learning environments support key competence development. - Peer and portfolio assessment evolve naturally. -Data mining and analysis will make integrated assessment and tutoring possible in the future. We are in a transitional period: Moving from the “Testing Paradigm” to the (future) “Tutoring Paradigm” in which explicit testing could become obsolete Technological trends Efficient testingPersonalised learning

15 Key Questions 1.Which ICT tools, formats, environments, devices etc. are most suitable for the assessment of which Key Competences? 2.How can ICT be used to support competence-based assessment strategies that adequately capture the skills and attitudes dimensions of all eight Key Competences and their transversal nature? AssessingKey Competences

16 F = Formative Assessment D = Diagnostic Assessment S = Summative Assessment 1Communication in the mother tongue DSDSFDFD FS 2Communication in foreign languages DSDSFS 3aMathematical competence DSDSFDFD FD S 3bBasic competences in science and technology FSFDS 4Digital competence FDS 5Learning to learn FSFDS 6Social and civic competences FS 7Sense of initiative and entrepreneurship FS 8Cultural awareness and expression FS CBA ePortfolios Peer Assessment Self Assessment Quizzes / simple games Virtual worlds games Simulations Intelligent Tutors etc. Focus Areas

17 PART 1 INSPIRATION

18 Mother Tongue Literacy 1Communication in the mother tongueCBA (DS)Quizzes / simple games (FD)ePortfolios (FS) Matching spoken and written language

19 Foreign language learning 2Communication in foreign languagesCBA (DS)Quizzes / simple games (FD)ePortfolios (FS)

20 Mathematical games 3aMathematical competenceCBA (DS)Quizzes / simple games (FD)Simulations (FDS)Inteligent tutoring systems (FDS) Mathematical games using simulation for secondary school education Source:

21 5Learning to LearnCBA (F)Peer Assessment (FS)Self Assessment (FS) Example: SparkPlus Peer Assessment for Collaborative Work

22 Moodle is a free web application that educators can use to create effective online learning sites. Moodle Statistics Registered sites: 77,213 Countries: 229 Courses: 7,116,466 Users: 66,349,750 Teachers: 1,292,731 Enrolments: 56,306,274 Forum posts: 118,413,272 Resources: 63,891,942 Quiz questions: 147,057,434 Peer Assessment using moodle

23 ePortfolios 1Communication in the mother tongueCBA (DS)Quizzes / simple games (FD)ePortfolios (FS) 2Communication in foreign languagesCBA (DS)Quizzes / simple games (FD)ePortfolios (FS) 8Cultural Awareness and expressionePortfolios (FS)Virtual worlds / games (FS) ePortfolios

24 1Communication in the mother tongueCBA (DS)Quizzes / simple games (FD)ePortfolios (FS) 2Communication in foreign languagesCBA (DS)Quizzes / simple games (FD)ePortfolios (FS) 8Cultural Awareness and expressionePortfolios (FS)Virtual worlds / games (FS) Level 1 - ePortfolio as Storage Collection: Creating the Digital Archive (regularly – weekly/monthly) A Focus on Contents & Digital Conversion Level 2 - ePortfolio as Workspace Collection + Reflection: Immediate Reflection on Learning & Artifacts in Collection (regularly) A Focus on Process & Documentation of Learning Level 3 - ePortfolio as Showcase Selection/Reflection/Direction (each semester? End of year?) A Focus on Product & Documentation of Achievement → A (formative/summative) assessment approach on the basis of artefacts → Focus on production and reflection

25 A game approach to arts 8Cultural Awareness and expressionePortfolios (FS)Virtual worlds / games (FS) Pheon is a multimedia scavenger hunt that tests players ’ ingenuity through exploring the collection of the Smithsonian American Art Museum, making objects, and texting through the galleries ePortfolios meet Virtual reality

26 Science: Molecular Workbench 3bBasic competences in science and technologyCBA (S)Virtual Worlds / games (FS)Simulations (FDS)

27 3aMathematical competenceCBA (DS)Quizzes / simple games (FD)Simulations (FDS)Inteligent tutoring systems (FDS) Simulations for mathematics Sample task from US future New State Tests (2014/15) change-in-assessment-letter-size.pdf

28 Cognitive Tutor (Carnegie) 3aMathematical competenceCBA (DS)Quizzes / simple games (FD)Simulations (FDS)Inteligent tutoring systems (FDS) 8&feature=related

29 Science: Quest Atlantis 3bBasic competences in science and technologyCBA (S)Virtual Worlds / games (FS)Simulations (FDS) Example: Quest Alantis Quest Atlantis (QA) is an international learning and teaching project that uses a 3D multi-user environment to immerse children, ages 9-16, in educational tasks. QA combines strategies used in the commercial gaming environment with lessons from educational research on learning and motivation.

30 Citizenship 6Social and civic competencesCBA (DS)Peer/Self Assessment (FDS)Virtual Games / Simulations (FDS) Educational game, designed to help teach concepts in citizenship, geography, and media. Developed by Serious Games International, it has detailed lesson plans and assignments for students. Example: Child labour in Bangladesh: ch?v=mf9Ju86IVYw Global Conflicts

31 Examples PART 2 CRITICAL INSPECTION

32 Digital Competence 4Digital competenceCBA (S)Simulations (FDS) Internet and Communication Core Certification (IC3) exam sample question → Focus on knowledge CBA for Digital Competence

33 Digital Competence: IC3 4Digital competenceCBA (S)Simulations (FDS) Internet and Communication Core Certification (IC3) exam sample question Video-Demos/demo_ic3.html → Focus on operational skills CBA for Digital Competence

34 Entrepreneurship Questionnaire 7Sense of initiative and entrepreneurshipCBA (DS)Peer/Self Assessment (FDS)Virtual Games / Simulations (FDS) ? https://www.careeringahead. com.au/survey/Entrepreneurs hip/Generic/questions.asp → Focus on personality/disposition as a static fact Entrepreneurship Questionnaire

35 Conclusions ICT offers powerful, engaging assessment formats, in particular: CBA ePortfolios Self / Peer Assessment Quizzes / simple games Virtual worlds/ games Simulations Basic literacy (foreign/mother tongue) Basic mathematical competence Learning to Learn Creative writing (foreign/mother tongue) Cultural awareness and expression Scientific competence Digital competence Social and civic competences Educational software Mathematical competence CBA lends itself to simplified, knowledge-based assessment → Pedagogy comes first! Careful selection of question formats ICT Assessment approaches are underdeveloped for: Learning to LearnSense of initiative and entrepreneurship Social and civic competences Caveat:

36 The Paradigm Shift Technology Focus on: Efficient testingFocus on: Personalised learning Era of Computer-Based Assessment (CBA)Era of Technology-enhanced learning Pedagogy Efficient Testing Validity of Scores Quick Feedback Authentic Contexts CBA (Gen.1) Adaptive Tests (Gen.2) Automatic Scoring Gen. Re- Invention Learning 2.0 Immersive Learning Analytics Intelligent Tutors ???? → Primacy of Pedagogy: Pedagogical guidelines for intergrated assessment

37 Thank you very much for your attention! Christine Redecker Yves Punie ations/pub.cfm?id=5719

38 further information …… Newsletters:http://is.jrc.es/pages/newsletter.html Publications:http://is.jrc.ec.europa.eu/pages/Publications.html


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