#jiscassess

www.jisc.ac.uk/assessmentandfeedback

CAA – Closing AddressPaul Bailey, JISC

11th July 2012

The Abstracts

The titles

Links

JISC - www.jisc.ac.uk/assessmentandfeedback

Making Assessment Count, University of Westminster http://jiscdesignstudio.pbworks.com/w/page/23495173/Making%20Assessment%20Count%20Project

PEER Project http://www.reap.ac.uk/peer.aspx

Patch work assessment http://www.jisc.ac.uk/whatwedo/programmes/elearning/ltig/depta.aspx

Uniqurate – http://uniqurate.kingston.ac.uk

QTI Support Project - http://qti-support.gla.ac.uk

IMS Learning Tools Interoperability - http://publications.cetis.ac.uk/2012/473

Mapping to Themes

1 Evaluation

1.3 Comparisons between CAA Systems (Ease of use, cost, etc)

3.1 Extending free-text assessment

3.3 Use of IT to underpin/drive innovation in the assessment process

3.6 International Developments

3.8 Collaborative assessment, E-moderation, Peer assisted learning, hidden assessment

3.11 E-assessment Architectures & Frameworks

3.13 Service Oriented Approaches

4.1 Study skills, key skills, IT Skills

4.4 Pedagogical issues in question design and content

4.8 Adaptive testing

5.3 Departmental/faculty/institution wide initiatives

5.13 Production Systems & Issues

0 1 2 3 4 5 6 7 8 9

Simpler mapping to Themes

1 Evalua-tion ; 13

2 Report-ing ; 1

3 Innovation in CAA ; 34

4 Assess-ing skills and

enhancing student learn-

ing ; 13

5 Strategic Developments ;

9

What’s Hot - Future/Emerging Areas

Denise Whitelock

Free text entry

Adaptive testing/marking

Automated marking

Advice for Action

Learning analytics/Data mining

Motivation Badges

My short list

Short answer/essay

Self and peer assessment

Learning analytics,

Gaming and simulations

e-portfolios for assessment

Student Engagement

Economic/impact measures

Learning Analytics – supporting staff and students

Pros - Assessment management systems that allow management and processing of results, learning analytics, formative and collaboration on feedback processes

OpenMentor – feedback to tutors

“assessing students” by gathering learning/open badges evidence..Denise Whitelock

Cons – how data is used, measuring staff performance beware ethical issues

Measuring Economic Benefits and Impact

ITEAM Project – University of Herts

http://jiscdesignstudio.pbworks.com/w/page/55268839/e-Learning%20Webinars

Hosted Services – Costs and Benefits

Benefits of hosted services such as Moodle or Question Mark on Demand

– Reliability, scalability, etc.

Emerging LTI Supported tools

– VLEs and QMP

– WebPA

– MAC Tool

– QTI Tools (in development....)

Ease of access and plug-in to inst learning environment

http://www.jisc.ac.uk/whatwedo/topics/networkinfrastructure/cloudcomputing.aspx

Student Digital Experience and Engagement

www.jisc.ac.uk/assessmentandfeedback

#JISCASSESS

JISC Assessment and Feedback Activities?

Programme overview

Strand A

8 Projects

3 years 2011-2014

Strand B

8 projects

6 months to 2 years

2011-2013

Support and Synthesis Project

Strand C

4 projects

9 months to 2 years2011-2013

Strand A goals and objectives

Improved student

learning and progression

Increased efficiency

Enhanced learning and

teaching practice

Integrated strategies, policies & processes

Overarching goals from Strand A projects synthesised from their bid documents.

Technologies

Themes and challenges

www.jisc.ac.uk/assessmentandfeedback

#JISCASSESS

What are we learning about technology-enhanced

assessment and feedback practices?

Why baseline?

Programme Level

View of landscape & direction of travel

Validate aims & rationale

Shared understanding

Identify synergies with other work

Deliver effective support

Why baseline?

Project Level

View of landscape & direction of travel

Validate scope

Confirm/Identify challenges

Identify stakeholders

Manage & communicate scope

Challenge myths

Identify readiness for change

Show evidence of improvement

Important stage of engagement/ownership

Sources of baseline evidence

structured and semi-structured interviews (some video)

workshops and focus groups

process maps

rich pictures

institutional (and devolved) strategy & policy documents

institutional QA documentation

reports by QAA, OFSTED & external examiners

course evaluations

student surveys

quantitative analysis of key data sets

data from research projects

questionnaires

Differences in emphasis

Differences in emphasis

Are our projects typical of the landscape?

Issues: strategy / policy / principles

Formal strategy/policy documents lag behind current thinking

Educational principles are rarely enshrined in strategy/policy

Devolved responsibility makes it difficult to achieve parity of learner experience

Issues: stakeholder engagement

Learners are not often actively engaged in developing practice

Assessment and feedback practice does not reflect the reality of working life

Administrative staff are often left out of the dialogue

Finding: assessment and feedback practice

Traditional forms such as essays/exams still predominate

Timeliness of feedback is an issue

Curriculum design issues inhibit longitudinal development

www.jisc.ac.uk/assessmentandfeedback

#JISCASSESS

Key resources

http://www.jisc.ac.uk/assessment

http://jiscdesignstudio.pbworks.com

Transforming Assessment & Feedback

Peer assessment

& review

Assessment management

Feedback & feed forward

Asset

Asset

Asset

Assessment & Feedback hub pages

Authentic assessment

Longitudinal & ipsative

assessment

Effectiveness & efficiency in assessment

Assessment for learning

Work-based learning &

assessment

Employability & assessment

http://tinyurl.com/jiscafds

Innovating e-Learning 2012

The 7th JISC international online conference takes place on 13th – 23rd November 2012Registration details announced shortly!#jiscel12www.jisc.ac.uk/elpconference12Digital literacies will be a key theme of the conference and opportunities to share your work in the conference activity week

'I just want to say #jiscel11 was awesome...'

© HEFCE 2012

The Higher Education Funding Council for England,

on behalf of JISC, permits reuse of this presentation

and its contents under the terms of the Creative Commons

Attribution-Non-Commercial-No Derivative Works 2.0 UK

England & Wales Licence.

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