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ASSESSMENT 2.0 Assessment in the age of Web 2.0 Bobby Elliott

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Presentation on theme: "ASSESSMENT 2.0 Assessment in the age of Web 2.0 Bobby Elliott"— Presentation transcript:

1 ASSESSMENT 2.0 Assessment in the age of Web 2.0 Bobby Elliott

2 Summary of presentation  Traditional assessment has served us well  But it’s time for change  We’re going though a cultural revolution  Education has resisted change  The contemporary classroom is detached from reality  We need to modernise education Including assessment  E-assessment systems are not the answer  We should use the tools that are natural to today’s learners

3 Evolution of assessment Traditional assessment (Assessment 1.0) Computer-based assessment (Assessment 1.5) Tool-assisted assessment (Assessment 2.0)

4 Assessment 1.0  Assessment from 618AD to today  Characteristics  Paper-based  Classroom based  Formalised  Synchronised  Controlled  Industrialised  Enjoys public and political confidence  Changed little since early 20 th Century

5 Spot the difference

6 Assessment 1.5  Computer-based assessment  Types  E-testing  E-portfolios  Embedded in most VLEs  Stand-alone systems  Familiar to students and teachers

7 Problems with 1.0…  Expensive to run  Doesn’t scale well  Inflexible  Arranged around diets  One size fits all (not personalised)  Not delivering contemporary skills  Collaboration, problem solving, flexibility  Drives teaching and learning  “Teaching to the test”  Memorisation not understanding

8 “Memorisation is valueless when students are one click away from Google and Wikipedia” “Problem solving is really done through memorisation”

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11 And problems with 1.5…  Imitates traditional assessment  “Reproduces the paper experience”  “Completely locks-down the computer”  Limited question types  Crude simulations  E-portfolios: little more than online storage?  Simply automates Assessment 1.0?  Still assessing memorisation  Not really modernising assessment  Constrain innovation in assessment?

12 Student perceptions  Artificial and contrived  Something that is done to them  Doesn’t measure anything important  Hurdle to be jumped  Not part of their learning  Sole purpose of their learning

13 Cultural revolution

14 Web 2.0  User-generated content  Architecture of participation  Network effects  Openness  Data on an epic scale  Power of the crowd

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17 New types of learner? “Google Generation” “Generation X” “Net Geners” “Millennials” “Digital natives”

18 Digital natives  Use Web  Active learning  Authentic tasks  Goal oriented  Search  Google  Collaborate  Use books  Passive learning  Contrived tasks  Process oriented  Memorise  Library  Compete IMMIGRANTNATIVE

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20 Old types of rules…

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22 Assignment Skype Wiki- pedia Google Hidden curriculum

23 Assessment 2.0  Authentic  Natural  Personalised  Negotiated  Problem-based  Deep  Collaborative  Peer and self-assessed  Tool supported

24 Evidence  Naturally occurring  Digital  Multimedia  Distributed Student FacebookSkype Google mail MSNWikipediadel.icio.us

25 Assessment 1.0 v Assessment 2.0  Given  Done alone  Descriptive  Text  Closed book  Done in class  Teacher assessed  Negotiated  Done collaboratively  Researched/Deep  Text/audio/video  Open web  Done anywhere  Self- and peer-assessed Assessment 1.0Assessment 2.0

26 Assessment 1.0 v Assessment 2.0  Write an essay describing the rise of Fascism in Germany during the period  You may not confer nor refer to notes or other reference material.  Working with other students, choose an aspect of the rise of Fascism in Germany during the 1930’s and research this.  Create a team blog to record your findings. Assessment 1.0Assessment 2.0

27 Assessment 1.0 v Assessment 2.0 In February 1933 the Reichstag was burnt down. In March 1933 the Nazis won 44% of the popular vote making it the largest party in Germany. The Nazis were bad. The Allies were good. The essayThe blog

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29 Web 2.0 services Web serviceExampleCycleUse(s) Personal portalNetvibesEvidence organisation Combining Web services on single page Google MailEvidence storage Storing evidence and searching archive for evidence BlogWordpressEvidence organisation Recording activities; e-portfolio; log-book/diary RSSBloglinesEvidence discovery Subscribing to evidence sources Social bookmarkingDel.icio.usEvidence capture Capturing URLs of potential evidence sources Instant messagingMSNEvidence discovery Discussion; group work; collaboration VOIPSkypeEvidence capture Capturing audio evidence; candidate authentication WikiWikispacesEvidence creation Collaborative writing; projects; research findings; group work Search engineLive SearchEvidence discovery Locating evidence Online storageBox.netEvidence organisation Saving and storing evidence Video uploadYouTubeEvidence storage Creating and storing video evidence Social networkFacebookEvidence discovery Collaborating and publishing evidence

30 The case for abandoning your VLE/CAA… “Because you’re pouring money into a black hole that students don’t like, which is unnatural to them, which can’t possibly keep up with developments on the Web, and which is little more than a comfort blanket to teachers who can’t, or won’t, embrace the 21 st Century.”

31 The case for retaining your VLE/CAA…  It’s an important evolutionary step  Not every student is a digital native  Not every teacher can use Web 2.0  “I can’t get my staff to use the quiz in Moodle so what chance is there that they’ll embrace Web 2.0?”  It solves immediate problems  reduces cost of assessment  supports assessment on demand (life long learning)

32 Challenges posed by Assessment 2.0  Plagiarism  Authentication  Authentic assessment  Up-skilling assessors  Rubrics for collaboration  How to assess a group blog?  Peer and self-assessment

33 The future  Education  Education as differentiator in global economy  Growth of life-long learning  Growth of e-learning especially mobile learning  Personalised learning/assessment  Recognition of informal learning  Technology  Web 3.0  Ubiquitous computing

34 Summary  Traditional assessment is past its sell-by date  E-assessment imitates traditional assessment  Ubiquitous computing will digitise everything  Education is becoming detached from reality  We should embrace ICT and the Internet  We should use the same tools that students use  Assessment 2.0 is half-baked  But we need to modernise assessment  …urgently


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