assessments through the learning process - mobile style

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Assessments Through the

Learning Process,

Mobile Style

Ivan Forward

[email protected]

mailto:[email protected]


Test for Learning

The purpose of this quizzing is not to

motivate students to pay attention and to

study more; if those things happen, the

researchers say, they are nice side effects.

The real point is that quizzing, if done

correctly, is a uniquely powerful method for

implanting facts in students' memory.

David Glenn: You Will be Tested on This Researchers are dusting off an old insight:

To maximize classroom learning, quiz early and often


The Role of Assessment in the Learning Process

Retrieval = Learning – Forgetting

Advantages of Questioning

Provides cue for your search and retrieval process

Obvious: The question

Less obvious: The environment

Assessments provides search and retrieval

practice

Stimulus Search Action


How are Assessments Used?Introducing Diagnostic, Formative, Summative and Reaction Assessment


Slide 6

Different Assessment Types

Formative AssessmentsQuizzes

Diagnostic AssessmentsTests

Summative Assessments Exams

Reaction AssessmentsLevel 1 /

Course Evaluation Surveys

Employee AttitudeSurveys


Assessments Through the Learning Process

Slide 7


How do we know the Knowledge, Skills and Attitudes required?

Job Task Analysis Survey people who do the job

MoSCoW analysis Knowledge, Skills and Attitudes that we:

Must have

Should have

Could have

Would be nice to have

Slide 8

Knowledge, Skills, and Attitudes

Assessment


Slide 9

Skill Survey,

Quiz, or Test,

What We

Need

Knowledge, Skills, and Attitudes Required

Knowledge

Skills

Attitudes

What We

Have

Knowledge

Skills

Attitudes

Assessment


Slide 10

What We

Need

Knowledge, Skills, and Attitudes Required

Knowledge

Attitudes

What We

Have

Knowledge

Skills

Attitudes- =

Topics To

Train

Knowledge

Skills

Attitudes

Skills


Learning

Assessment Thru Learning Process

Evidence Accumulated

Windows CDPrepare ForLearning

Windows CDIn/As LearningAssessments

Windows CDOf-LearningAssessments

Mentoring InstructorCollaborative & E-learning Work Place


Learning

Pre-Learning Assessments



Purpose:

• Create intrigue• Route to course / Test out• Inform instructors• Establish benchmarks



Windows CDOf LearningAssessments


Learning

In-Learning Assessments



Purpose:

• Encourages focus on learning• Provide instant feedback to instructor • Stimulate and strengthen memory• Correct misconceptions





Learning

Post-Learning Assessments



Purpose:

• Was learning environment okay?• Knowledge transfer occurred?• Reduce Forgetting Curve• Certifications





Learning

Assessment Thru Learning Process





Windows CDJob Task Analysis Windows CDCourse Evaluations

Windows CDNeeds Analysis Mentoring InstructorCollaborative & E-learning Work Place

Windows CDSlow ForgettingCurve


In a Perfect World

Slide 16


Slide 17

In the Actual WorldThey don’t get it All!


Learning Curve

Slide 18

Ouch! The Forgetting Curve

Time

Kn

ow

led

ge/S

kills

Lear

nin

g Ex

per

ien

ce

Lear

nin

g Ex

per

ien

ce

Lear

nin

g Ex

per

ien

ce

Qu

esti

on

s

Qu

esti

on

s

Purpose:

• Content repetition• Memory retrieval practice• Strengthens memory recall


In the Actual WorldThey Forget It!

Slide 19


Questions Thru the Learning Process

Slide 20

Time

Kn

ow

led

ge/S

kills

Qu

esti

on

s

Qu

esti

on

s

Qu

esti

on

s

Qu

esti

on

s

Qu

esti

on

s

Create Intrigue

Strengthen Memory

Reduce Forgetting


Remember what is learned

Retrieval Practice

Develop misconceptions

Feedback

Forget what’s been learned

Repetitions, Feedback, Retrieval Practice, Spacing

Don’t absorb everything

Repetitions

Attention wanders

Pre-questions; directs attention

Why Don’t They Get It?

Slide 21

Dr. Will Thalheimer research:

Learning Benefits from Questions Learning Benefit

Min Max

Pre-questions (to focus attention) 5% 40%

RepetitionsInitial

Subsequent30%15%

110%40%

Feedback 15% 50%

Retrieval Practice 30% 100%

Questions Spaced Over Time 5% 40%

100% 380%

Slide 22


Improve Learning with Feedback


General guidelines on feedback

• Improving performance

o Give the participant guidance for improving

their skill or knowledge

• Precision

o Be precise enough that the participant knows

what needs to be improved

• Learning resources

o Tell the participant how and where to go to

acquire the information


Feedback based topics of questions

Corrective feedback

points participant to

appropriate learning

resources

“Topics” of

questions

answered in

assessment

Score on

topic


Delivering Quizzes and Surveys to

Mobile Devices


Formative QuizzesCourse Evaluations

Diagnostic Tests

Low Stakes Tests

Medium Stakes Exams

High Stakes Exams

Blended Delivery

Stakes of Assessment

Levels

of M

onitoring


Mobile Assessment Applications

Deliver to the device in your

hand

Observational assessments

Mobile test centres


Scan a QR Code With Your Mobile Device to Start an Assessment!

Slide 29

Benefits• Ease of access for increased

response rates• Demographic data easily

captured• Better data accuracy• Easier analysis of survey

results by demographic


Observational Assessment

Example Applications


Mode of Deployment


Mode of Deployment

Mobile (phone) – short 1-5 minute modules o Updates on new informationo Review of previous curriculumo Learning Check to enhance retention

Video (iPad) – 10-20 minute moduleso Content involves more explanation o Larger volume of content required to present

eLearning (computer) – 15-45 minute moduleso Difficult or complex contento Requires interaction and instructiono Higher level of security needed

Classroom – 1hr+


Required Functionality for Mobile Assessments


Responsive Design

Slide 34

2. Device drivers used to format assessment for device/browser

Part

icip

ant

Dev

ices

4. On-the-fly auto-sizing of content and controls

1. Senses device/Browser 3. Sends assessment to browser


Responsive Design

• Will resize the assessment tools/content for optimum fit

• Consider if your assessment content will be affective on smaller screens


Text is unreadable and requires participant to zoom and scroll around to see details in image

Text is readable and it is not necessary to zoom or scroll to see image.


Develop for the Device

Browser screen – 480 pixels

Graphics – 200 pixels wide

Video – H.264

Audio – mp3 at 22 khz


Lay-Out

Most important goes high and left (4-5 inch square)

Finger size matters (44 x 44)

Place videos last

Avoid Flash

Font size – 15-22

1 or 2 columns of content/page


What Did We Learn Today?


Learning Without Questions

Slide 40

Content


Learning Benefits of Questions

Slide 41

Content

Questions


Mobile assessments and learning

Adds value to anytime/anywhere learning content

Enables flexible/personalised learning

Encourages social and collaborative learning

Expands your ability to complete assessments in the most relevant and appropriate context

Enables you to leverage devices already in the hands of your participants


Thank you for attending!

Ivan Forward

[email protected]

mailto:[email protected]

assessments through the learning process - mobile style

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