LIN3 2013: 5. technical and pedagogical assessment handout
1. Learning
in
Networks
3
5.
Technical
and
pedagogical
assessment
Video
lecture:
Part
1
Anu
Ylitalo
Tritonia
EduLab
2013
2. Today
we
will
focus
on:
• The
technical
and
pedagogical
assessment
and
further
development
of
a
web-‐based
course
• Tools
for
evaluaHng
a
web-‐based
course
3. Technical
and
pedagogical
assessment
Todays
topic:
1. Assessing
the
students’
competencies
2. Assessing
and
developing
the
course
1. Technical
evaluaHon
2. Pedagogical
evaluaHon
3. Developing
the
course
further
5. 1.1
Assessment
(Lindblom-‐Ylänne
&
Nevgi,
2009)
A
process
• of
obtaining
informaHon
to
make
educaHonal
decisions
about
students
• to
give
feedback
to
the
student
about
his/her
progress,
strengths
and
weakness
(Kellaghan
&
Greaney,
2001).
During
or
aaer
the
course
the
teacher
assesses
how
well
the
students
have
achieved
the
learning
outcomes
set
for
the
course
(Lindblom-‐Ylänne
&
Nevgi,
2009).
A
way
give
a
course
grade
according
to
assessment
criteria.
6. 1.2
The
purposes
of
assessment
(Trober,
2006)
The
purposes
of
assessment:
1. provide
useful
and
Hmely
feedback
2. moHvate
3. support
the
learning
process
(
>
lead
to
improved
performance)
Assessment
is
• the
most
important
tool
to
support
students’
learning
• an
essenHal
quality
assurance
measure
in
university
educaHon
7. 1.3
Assessment
according
to
construcHve
alignment
(Biggs,
2009)
The
assessment
method
has
a
strong
effect
on
how
the
student
studies
and
learns
in
the
course:
• Learning
strategy
(surface
or
deep
learning)
• Abending
the
lectures
• Use
of
Hme
Assessment
method
should
be
aligned
with
the
learning
outcomes
and
teaching
methods
The
assessment
should
support
the
learning
acHviHes,
which
promote
reaching
the
intented
learning
outcomes
8. 1.4
High-‐quality
teaching
and
learning
(Löfström
&
al.
2010)
In
high-‐quality
teaching,
the
planning,
implementaHon
and
assessment,
follow
the
principles
of
construcHve
alignment
• Promotes
the
student
become
an
expert
High-‐quality
learning
• A
process,
where
the
student
becomes
an
expert
in
his/her
own
field
(DefiniHon
of
high
quality
teaching
and
learning
by
The
Centre
for
Research
and
Development
of
Higher
EducaHon
at
the
University
of
Helsinki)
9. 1.5
Assessment
in
web-‐based
teaching
(Myringer
&
Wigforss
2003)
Assessment
in
web-‐based
teaching
• Clear
intented
learning
outcomes
• Assessing
how
well
the
students
have
been
achieved
the
intented
learning
outcomes
• MulHple
assessment
methods
• Informing
about
the
assessment
for
the
students
• PromoHng
the
students’
competencies
and
learning
by
assessment
10. 1.6
Different
ways
of
assessment
(AlaouHnen
&
al.,
2009;
Hyppönen
&
al.,
2009)
Assessment
can
be
based
on
• Assessment
made
by
teacher,
self-‐assessment,
peer-‐assesment
• QuanHtaHve
and
qualitaHve
assessment
• Final
exam
or
conHnuous
assessment
Different
assessment
methods
(tradiHonal
examinaHon
or
different
variaHons
of
it,
e.g.
learning
assignments,
conHnuous
assessment)
11. 1.7
Different
assessment
methods
(AlaouHnen
&
al.,
2009;
Hyppönen
&
al.,
2009)
• Wriben
examinaHon
• Oral
examinaHon
• Group
examinaHon
• Literature
examinaHon
• Entry-‐level
test
• ConHnuous
assessment
• Case
exerices
• Seminar
projects
• Wriben
reports
on
laboratory
or
design
assignments
• Essays
/
Wriben
products
• Homework
• PresentaHon
or
seminar
presentaHon
• Project
• Opponent
work
• Learning
journal
• Porpolio
16. 2.0
EvaluaHon
of
the
course
–
general
informaHon
(LIN3-‐material,
2010)
When
evaluaHng
ICT-‐teaching
applicaHons
(e.g.
learning
environments)
there
are
two
viewpoints:
1.
The
technical
usability
of
the
web-‐based
course
2.
The
pedagogical
usebility
of
the
web-‐based
course
17. 2.1
EvaluaHon
of
the
technical
usability
1
(LIN3-‐material,
2010)
The
usability
of
the
applicaHon
when
it
is
used
for
learning
• The
characterisHcs
of
the
applicaHon
The
applicaHon
is
usable
in
teaching
and
learning,
when
it
promotes
learning
or
the
processes
of
learning
18. 2.2
EvaluaHon
of
the
technical
usability
2
When
evaluaHng
the
usability
the
following
aspects
should
be
taken
into
account:
• Visuality
• Technical
realisaHon
• Text
readability
• Use
of
media
elements
• NavigaHon
19. 2.3
EvaluaHon
of
the
pedagogical
usability
1
• It
is
evaluated
how
the
web-‐based
course
promotes
students’
learning
• It
is
evaluated
how
the
following
aspects
of
the
web-‐
based
course
promote
the
students’
learning:
• Support
for
the
learning
process
(in
general)
• FuncHonality
of
the
web
environment
• Technology
and
tools
• Structure
• Contents
• Learning
materials
• Assignments
• InstrucHons
• InteracHvity
• ConstrucHve
alignment
of
the
learning
process
20. 2.4
EvaluaHon
of
the
pedagogical
usability
2
EvaluaHon
based
on
the
principles
of
meaningful
learning:
• AcHvity
• ConstrucHvity
• CollaboraHon
• IntenHonality
• Contextuality
• ReflecHon
• Transfer
effect
Course
feedback
and
self-‐assessment
can
be
uHlised
for
the
evaluaHon
21. 2.5
PossibiliHes
for
collecHng
feedback
to
develop
the
course
(Asko
Karjalainen,
2005)
• Feedback
forms
• Discussions
• ObservaHon
• Developmental
days
for
feedback
and
themes
• Porpolio
• Spontanious
guidance
and
communicaHon
• Feedback
via
the
internet
• Self-‐assessment
• Consider:
what,
where,
when,
how?
22. 2.6
QuesHons
for
evaluaHng
the
course
(Löfström
&
al.
2010)
QuesHons
for
evaluaHng
the
course
can
be
acquired
from
many
sources
• Löfström
&
al.
(2010).
Quality
Teaching
In
Web-‐Based
Environment
-‐book
Appendix
3a:
Course
assessment
–
quesHonnaire
for
the
teacher
(p.
98)
Appendix
3b:
Course
assessment
–
quesHonnaire
for
the
student
(p.
106)
Topic
examples
of
the
quesHons:
• ILOs,
contents,
learning
process
and
teaching
methods
• Learning
environment,
resources,
instrucHng
students,
assessment
26. 3.1
General
informaHon
on
how
to
develop
the
course
further
(Löfström
&
al.
2010)
• During
upcoming
courses
it
is
worth
to
use
the
successful
methods
created
during
this
course
and
to
develop
the
web-‐based
teaching
• When
developing
the
course
you
can
uHlise
the
course
feedback
and
self-‐assessment
• Remember
to
document
the
development
targets
and
ideas
• The
main
objecHve
is
to
promote
the
student’s
learning
27. 3.2
Developing
the
course
further
in
pracHce
1
1. Pedagogical
development
2. Contentual
development
3. Technical
development
• Which
things
worked
well
on
the
course?
• Which
things
would
you
like
to
develop
in
the
future?
The
goal
with
evaluaHon
and
further
development
is
to
develop
web-‐based
courses
that
work
beber
than
before
28. 3.3
Developing
the
course
further
in
pracHce
2
Other
things
to
consider
• How
many
students
have
completed
the
course?
• How
acHvely
have
students
worked
on
the
web-‐based
environment?
• Level
of
study
performance
Your
web-‐based
course
evaluaHon
is
the
basis
for
your
next
web-‐based
course,
which
will
be
beber
than
the
previous
one!
29. In
conclusion
(Löfström
&
al.
2010)
• Planning
and
implemenHng
the
teaching
is
a
conHnuum
– Create
a
basis
for
the
following
courses
• The
development
of
some
teachers
oaen
leads
to
the
development
of
the
whole
community
• Web-‐based
teaching
is
one
thing
that
enables
quality
in
teaching
and
deep
learning
strategy
30. To
do
-‐list
1. Finish
the
building
of
the
course
into
the
web-‐environment
2. Test
and
open
your
course
to
the
students
3. Implement
the
course
(if
it
is
ready)
4. Assess
and
develop
the
course
further
5. Do
the
5th
assignment:
The
plan
for
technical
and
pedagogical
assessment
(in
LIN3
Moodle)
6. Personal
Mentor
MeeHng
weeks
18-‐19
7. LIN3-‐course
final
seminar
xx.x.2013,
at
x-‐x
o’clock
• To
be
informed
according
to
the
Doodle
voHng
31. Sources
and
addiHonal
reading
• AlaouHnen,
S.
&
al.
(2009).
LUT:n
opebajan
laatuopas.
Online:
hbp://www.lut.fi/fi/lut/introducHon/quality/qualitybook/Documents/
Opebajan_Laatuopas_B5_final.pdf
• Biggs,
J.
&
Tang,
C.
(2011).
Teaching
for
Quality
Learning
at
University.
• Hyppönen,
P.
&
Lindén,
S.
(2009).
Handbook
for
Teachers.
• Lindblom-‐Ylänne,
S.
&
Nevgi,
A.
(2009).
Yliopisto-‐opebajan
käsikirja.
• Löfström,
E.
&
al.
(2010).
LaadukkaasH
verkossa:
Verkko-‐opetuksen
käsikirja
yliopisto-‐opebajalle.
online:
hbp://www.helsinki.fi/julkaisut/aineisto/hallinnon_julkaisuja_33_2006.pdf
• Ramsden,
P.
(2003).
Learning
to
teach
in
Higher
EducaHon.
2th
EdiHon.
London:
Routledge.
• Verkkoluotsi:
ArvioinH.
(2005).
Online:
hbp://verkkoluotsi.chydenius.fi/salatutsivut/arvioinH/arvioinH.html
