Assessment Futures: The Role for e-Assessment?

Assessment Futures: role for e-Assessment? Peter Hartley, University of Bradford [email_address] http :// www.brad.ac.uk /educational-development/ aboutus / team/Full_details_27414_en.php

This session ,[object Object],[object Object],[object Object]

And the argument ,[object Object],[object Object],[object Object],[object Object]

Assessment is a problem, #1 ,[object Object]

Assessment is a problem, #1 ,[object Object],[object Object],[object Object]

Assessment is a problem, #1 ,[object Object],[object Object],[object Object],[object Object],[object Object]

Assessment is a problem, #2 ,[object Object],[object Object],[object Object],[object Object],[object Object]

Problem #3: multi-purpose & multi-audience

Problem #4: The meaning of feedback ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Problem #5 ,[object Object],[object Object]

Assessment futures: strategy and environment

Environment: TESTA project ,[object Object],[object Object],[object Object],[object Object],[object Object]

Consistent practice? Characterising programme-level assessment environments that support learning by Graham Gibbs and Harriet Dunbar-Goddet Published in: Assessment & Evaluation in Higher Education , Volume 34, Issue 4 August 2009 , pages 481 - 489

Assessment environment and impact ,[object Object],[object Object],[object Object],[object Object],[object Object]

The need for strategy ,[object Object],[object Object],[object Object]

The need for strategy ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Programme-based assessment: PASS ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

What are we investigating? ,[object Object]

And also … ,[object Object],[object Object]

Typical student concerns (based on PASS) ,[object Object],[object Object],[object Object],[object Object]

An example from PASS: Peninsula Medical School ,[object Object],[object Object],[object Object]

Further case studies being explored ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Brunel: the regs ,[object Object],[object Object],[object Object],[object Object],[object Object]

Examples from Brunel ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

What can e-assessment achieve?

Examples from the Curriculum Design Prog. ,[object Object],[object Object],[object Object]

Curriculum Design example ,[object Object],[object Object],[object Object]

ESCAPE Themes … ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

2. Feedback and self-evaluation

Example 2.1: audio ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

ASEL noted: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

ASEL main conclusions ,[object Object]

ASEL main conclusions ,[object Object],[object Object]

Example 2.2: audio and video ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Example 2.3: clickers are coming ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Example 2.3: clickers are coming ,[object Object],[object Object],[object Object],[object Object],[object Object]

Example 2.4: adaptive systems ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Example 3.1: integrating systems: CAA ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

The main CAA room at Bradford

And recent changes … ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Example 3.2: integrating applications ,[object Object],[object Object],[object Object],[object Object]

And finally … back to the role ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

And what is an ‘effective assessment strategy’? ,[object Object],[object Object],[object Object],[object Object]

And finally … assessment/identity interface ,[object Object],[object Object],[object Object],[object Object],[object Object]

And finally finally … some other contacts ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

And maybe students will never again see … ,[object Object],[object Object],[object Object]

And some other interesting stuff ,[object Object],[object Object],[object Object],[object Object],[object Object]

Thank you for listening ,[object Object],[object Object]

Assessment Futures: The Role for e-Assessment?

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