1. SLMS CPD Online assessment to enhance learning Rosalind Duhs r.duhs@ucl.ac.uk

2. The brief: produce a toolkit for assessment to enhance distance learning

3. Introductions Name Role Interest in /experience of designing online assessment for CPD Any concerns?

4. Workshop intended outcomes By the end of the session, participants should be able to: Use the SLMS CPD online assessment toolkit to design formative and summative assessment Adapt the toolkit to their own context

5. Rough plan of session Background, evidence and toolkit (~20 mins) Participants design formative and summative assessment of learning outcome/s (~15 mins) Presentation and discussion of participants assessment designs and suggestions for re- design of toolkit (~20 mins)

6. Why focus on assessment? Assessment shapes learning: Backwash

7. Online CPD: identifying the problems and overcoming them with good assessment design Build an enticing web of online learning

8. Multiple modes of online communication for feedback and learning Skype Chat

9. Problem 1 CPD doesnt always result in learning which is successfully applied in practice (Zukas 2012) Solution Link assessment tasks to practice (blogs, videos, learners cases)

10. Problem 2 Learners feel isolated The loneliness of long-distance learner Solution (Duranton 2012) Create an online community of practice by getting learners to comment on each others work (peer feedback on drafts, blogs, logs, informal accounts of cases, worldwide case exchange forum)

11. Problem 3 CPD drop out rates are high 20% to 70% (Park & Choi 2009) Solution Provide regular encouraging feedback (quizzes, short answers, logs, blogs) Use peer learning and feedback (texts, videos, audio)

12. Problem 4 In practice-oriented subjects like medicine… education … must be delivered by and large through face to face conventional method. (Arunachalam 2001) How can we assess practice online?

13. Problem 5 In practice-oriented subjects like medicine… education … must be delivered by and large through face to face conventional method. (Arunachalam 2001) How can we assess practice online? 360° feedback? Video with Q & A?

15. The parrot test (Hunt and Chalmers 2012 p.99)

16. Teaching and Learning Activities Learning outcomes Assessment methods Learning outcomes, learning activities and assessment are tightly linked. Planning aligned assignments/assessment methods

17. Conclusion We need to be realistic about what we can teach and assess in an e-learning environment. Distance learners need extra drive (support). Careful detailed planning is needed and takes time.

18. Introducing the draft toolkit

19. Workshop activity: use the toolkit Planning assessment for your distance CPD course 1. Select/write a learning outcome 2. Plan how you/peers can provide feedback to support learning (formative assessment tasks) 3, Plan how youll assess the outcome for final course marks (summative assessment task/s)

20. References and further reading Hrastinski, S., Keller, C. & Carlsson, S. A. (2010) Design exemplars for synchronous e-learning: A design theory approach. Computers & Education, 55(2), 652-662. Hunt, L. & Chalmers, D. (2012) University teaching in focus: A learning- centred approach, (Acer, Victoria and Routledge). Park, J.-H., & Choi, H. J. (2009). Factors Influencing Adult Learners' Decision to Drop Out or Persist in Online Learning. Educational Technology & Society, 12 (4), 207–217. Seagull, F. J. (2012) Human factors tools for improving simulation activities in continuing medical education. Journal of Continuing Education in the Health Professions, 32(4), 261-268. Zukas, M. (2012) Regulating the professionals: Critical perspectives on learning in continuing professional development frameworks, in: D. Aspin, J. Chapman, K. Evans & R. Bagnall (Eds) Second international handbook of lifelong learning. Dordrecht, Heidelberg, London, New York, Springer), 455.