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Recent Developments in
Assessment
Stephen Murgatroyd, PhD
Chief Innovation Officer
Contact North | Contact Nord
This
Presentation..
Based on a paper in this book, just published:
 Anshuman Khare and Deborah Hurst (Eds): On the
Line -...
1.OnDemand
Assessment
 Assessment used to be available at the discretion of the
institution - fixed dates.
 Growing numb...
2.Automated
Assessment
Generation
 Varafy’s assessment generating platform is able to
generate over 400,000 different ver...
3.Automated
Markingof
Assessments
 Automated marking of multiple choice assessments not
new.
 But now AI/machine intelli...
4.VideoBased
Assessmentof
Competencies
 Valid-8 - part of the Vamatric suite of offerings - is able
to measure, record an...
5.PeertoPeer
Assessment
 Use of peer assessment is growing, especially in
relation to MOOC’s for credit.
 A recent study...
6.Adaptive
Assessment
 Assessment for learning (as opposed to the assessment
of learning) which provides both instant fee...
7.Growthofe-
portfolios
 Institutions and students gather evidence of
capabilities and go “beyond the transcript”.
 E.g ...
8.Assessment
Based
Qualifications
 University of Wisconsin Flex Degrees - competency
based assessment (no courses, no tea...
9.TQF‘s
 Trans-National Qualification Frameworks (TQF’s)
permit the acceptance of credit / assessments between
nations - ...
10.Security
 Significant developments with respect to the security
of online assessments:
 Finger-print recognition
 Fa...
ARenaissancein
Assessment
 The only competitive advantage a University or college
has is the credibility of their assessm...
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Recent Developments in Assessment

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Presentation at the ICDE2017 World Conference on Online Learning

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Recent Developments in Assessment

  1. 1. Recent Developments in Assessment Stephen Murgatroyd, PhD Chief Innovation Officer Contact North | Contact Nord
  2. 2. This Presentation.. Based on a paper in this book, just published:  Anshuman Khare and Deborah Hurst (Eds): On the Line - Business Education in the Digital Age. New York: Springer, 2017.  Murgatroyd, S. (2017) New Approaches to the Assessment of Learning - New Possibilities for Business Education.
  3. 3. 1.OnDemand Assessment  Assessment used to be available at the discretion of the institution - fixed dates.  Growing number of examples of assessment on demand - anytime, anywhere - based on competencies and capabilities.
  4. 4. 2.Automated Assessment Generation  Varafy’s assessment generating platform is able to generate over 400,000 different versions of the same assessment activity in minutes, using examples and rubrics - enabling 24x7 assessment of the same skills, knowledge or capability.  Free to use platforms, such as TAO, enable:  Enable them to develop a much wider range of item types (including technology-enhanced items), and to embed graphics and videos. Ideally, this would expand their ability to measure a range of skills as well as providing an authentic way for students to respond.  Support the measurement of higher-order skills required by the Common Core standards.  Be certified to open standards, such as QTI, allowing ease of item export into the existing UMass item bank.  Support item rendering across a wide range of test-taking devices, e.g., desktops, laptops, and tablets.
  5. 5. 3.Automated Markingof Assessments  Automated marking of multiple choice assessments not new.  But now AI/machine intelligent systems can mark a variety of forms of assessment, including:  Free form essays, including creative writing  Short answer questions.  Computer coding and similar tasks  Sample tests marked by humans are fed into an algorithm that learns how to recognise quality responses by reverse-engineering scoring decision
  6. 6. 4.VideoBased Assessmentof Competencies  Valid-8 - part of the Vamatric suite of offerings - is able to measure, record and confirm the exact levels of achievement of each individual, apprentice or student.  IBM Watson permits students and their instructors to identify the exact moments in a video when a particular body of knowledge, capability or skill is demonstrated automatically.  All of these video moments can be validated against competency frameworks and protocols - validation is the key component here.
  7. 7. 5.PeertoPeer Assessment  Use of peer assessment is growing, especially in relation to MOOC’s for credit.  A recent study by Strang (2015) shows:  Consistency of peer assessment across a number of peers  No significant difference between peer assessment and instructor assessment
  8. 8. 6.Adaptive Assessment  Assessment for learning (as opposed to the assessment of learning) which provides both instant feedback and is capable of adjusting subsequent learning tasks is also embedded in all major LMS systems.  The next stage of this field is to accelerate learning through adaptive algorithms - accurate multidimensional assessment linked to varied routes to the same learning outcome.
  9. 9. 7.Growthofe- portfolios  Institutions and students gather evidence of capabilities and go “beyond the transcript”.  E.g RIIPEN enables faculty + industry colleagues to co- create assessments, offer feedback and grades to students and capture learning on RIIPEN’s e-Portfolio.
  10. 10. 8.Assessment Based Qualifications  University of Wisconsin Flex Degrees - competency based assessment (no courses, no teaching, on demand assessment) - BS Business, BS Nursing, BS Information Science and Technology, Associate of Arts and Science.  Many other institutions also following.
  11. 11. 9.TQF‘s  Trans-National Qualification Frameworks (TQF’s) permit the acceptance of credit / assessments between nations - e.g. Virtual University of the Small States of the Commonwealth (VUSSC).
  12. 12. 10.Security  Significant developments with respect to the security of online assessments:  Finger-print recognition  Facial recognition software  Pattern recognition systems - is the style and approach used similar to that normally used by this registered user?
  13. 13. ARenaissancein Assessment  The only competitive advantage a University or college has is the credibility of their assessments of capability and competence.  These (and related) developments are the launch- points for a renaissance in assessment - see  Hill, P. and Barber, M. (2014) Preparing for a Renaissance in Assessment. Pearson.

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