Open Assessments and OERs as Enablers in Competency-Based Education
Call for Demos for the X International UOC UNESCO Chair Seminar Title: Open Assessments and OERs as Enablers in Competency-Based Education Tom Caswell, Helix Education Brandon Muramatsu, MIT It has been said that if you are measuring seat time rather than competency then you are measuring the wrong end of the student. Competency-based education has received a great deal of attention as a disruptive innovation that promises to raise quality and lower the cost of higher education. EDUCAUSE defines competency-based education (CBE) as awarding academic credit based on mastery of clearly defined competencies. In traditional higher education time is fixed and learning varies, which is why students receive grades at the end of a quarter or semester. Contrast this with competency-based education, where learning is fixed and time varies for each student. But if time varies then how do students know when they are done? Assessments play a central role in CBE because student performance must be measured against set standards. While there are vast repositories of OERs, relatively few come with assessments to validate knowledge or check for understanding. In this demo we will show the Open Embedded Assessment (OEA) tool developed by MIT and Open Tapestry. Open Assessment complements existing OER efforts with tools to allow instructors to embed assessments in any OER, thereby providing students with a richer learning experience. Faculty can also create shared collections of assessment items with other faculty. We will demonstrate the current state of Open Embedded Assessments as both a formative and a summative tool. We will discuss the opportunities and challenges of a CBE implementation. As more institutions explore competency-based education the need for an open infrastructure will grow. Helix Education is developing CBE courses using OERs to show what is possible within the Helix platform. Open Embeddable Assessments allow OERs to be leveraged into richer learning environments. Enhanced with Open Embeddable Assessments, these environments can provide valuable information back to students, faculty, and instructional designers. This data can expose gaps and deficiencies in the course -- areas that should be strengthened. And with open content the opportunity for data-driven improvement can be fully realized because the OERs can be legally modified. Together, Open Embeddable Assessments and OERs create a virtuous cycle of continuous improvement that can serve competency-based education well.
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Open Assessments and OERs as Enablers in Competency-Based Education
- 1. Open Assessments and OERs as Enablers in Competency- Based Education Demo for the X International UNESCO Chair Seminar Tom Caswell, tom@tomcaswell.com @tom4cam Brandon Muramatsu, mura@mit.edu @bmuramatsu Unless otherwise specified this work is licensed under a Creative Commons Attribution 4.0 International License.
- 2. Safe is risky. Unless otherwise specified this work is licensed under a Creative Commons Attribution 4.0 International License.
- 3. Measuring education by learning, not time. https://www.youtube.com/watch?v=GJdE7u1ZN60#t=598 Unless otherwise specified this work is licensed under a Creative Commons Attribution 4.0 International License.
- 4. What is Competency-Based Education? Competency-based education (CBE) awards academic credit based on mastery of clearly defined competencies. EDUCAUSE “7 Things you should know about competency-based education” Unless otherwise specified this work is licensed under a Creative Commons Attribution 4.0 International License.
- 5. Common Features of CBE 1. Emphasizes mastery and de-emphasizes time 2. Assessments/projects play a central role 3. Individualized support for learners 4. More flexibility and responsibility for learners • Apply prior knowledge and experience • Learning can be self-paced Unless otherwise specified this work is licensed under a Creative Commons Attribution 4.0 International License.
- 6. Who Is Doing It? Unless otherwise specified this work is licensed under a Creative Commons Attribution 4.0 International License.
- 7. Learning is the new constant Time varies. Every student can succeed! Unless otherwise specified this work is licensed under a Creative Commons Attribution 4.0 International License. PASS
- 8. Types of OER Content •Videos • Lectures •Textbooks •Webpages • Assessments Unless otherwise specified this work is licensed under a Creative Commons Attribution 4.0 International License.
- 9. Focus: Formative Assessment • Check understanding / mastery of concepts directly in course materials • Primarily for formative (self-check, understanding) not summative (exams or formal assignments) Unless otherwise specified this work is licensed under a Creative Commons Attribution 4.0 International License.
- 10. The Potential • Do for assessments what’s been done for content (courses, lectures, videos) •Embed anywhere • Share • Don’t reinvent the wheel for every course • Evaluate, record and track responses • Scale –> More use of items/assessments for validity • May lead to evidence of impact? Unless otherwise specified this work is licensed under a Creative Commons Attribution 4.0 International License.
- 11. openassessments.org Unless otherwise specified this work is licensed under a Creative Commons Attribution 4.0 International License. 11 Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 License.
- 12. What is OpenAssessments.org? • Embed an assessment in any web content • Focus on formative assessments • Start with limited question types • Multiple-choice/single answer • Numerical answer • Short answer Unless otherwise specified this work is licensed under a Creative Commons Attribution 4.0 International License.
- 13. How do you use it? • Create a question in a standardized format • Typically using IMS Question & Test Interoperability spec • Likely created in your learning management system • Put the question on a public web server • Copy and paste the URL to the question file • That’s it! Unless otherwise specified this work is licensed under a Creative Commons Attribution 4.0 International License.
- 14. Unless otherwise specified this work is licensed under a Creative Commons Attribution 4.0 International License.
- 15. OCW Scholar – 8.03SC 15 Lewin, Walter, Wit Busza, George Stephans, and Martin Connors. 8.03SC Physics III: Vibrations and Waves, Fall 2012. (MIT OpenCourseWare: Massachusetts Institute of Technology), http://ocw.mit.edu/courses/physics/8-03sc-physics-iii-vibrations- and-waves-fall-2012 (Accessed 7 Nov, 2013). License: Creative Commons BY-NC-SA
- 16. OCW Scholar – BCS9.00SC 16 Gabrieli, John. 9.00SC Introduction to Psychology, Fall 2011. (MIT OpenCourseWare: Massachusetts Institute of Technology), http://ocw.mit.edu/courses/brain-and-cognitive-sciences/9-00sc-introduction-to-psychology-fall-2011 (Accessed 7 Nov, 2013). License: Creative Commons BY-NC-SA
- 17. But can we make it reusable? Unless otherwise specified this work is licensed under a Creative Commons Attribution 4.0 International License.
- 18. Embedded in MIT OpenCourseWare Unless otherwise specified this work is licensed under a Creative Commons Attribution 4.0 International License.
- 19. How it works We pass a URL for the raw OLX code to the open assessments web application: http://www.openassessments.com/assessments/load?utf8=✓src_url=h ttp://…/courses/mathematics/18-05-introduction-to-probability-and- statistics-spring-2014/sequential/ps1.xml And then to embed it in MIT OCW, we use an iframe: <iframe style="width: 100%; height: 600px;" src="http://www.openassessments.com/assessments/load?utf8=✓&sty le=ocw&src_url=http://…/courses/mathematics/18-05-introduction-to- probability-and-statistics-spring-2014/sequential/ps1.xml"> Unless otherwise specified this work is licensed under a Creative Commons Attribution 4.0 International License.
- 20. Analytics (Mockup) Unless otherwise specified this work is licensed under a Creative Commons Attribution 4.0 International License.
- 21. Related and Future Work • Increasing use • Open Item Banks • Use in Lumen Learning-developed OER course • Extending to additional MIT OCW courses • Extending functionality • Additional question types, especially parameterized/interactive ones • How will you use it? openassessments.org Unless otherwise specified this work is licensed under a Creative Commons Attribution 4.0 International License.
- 22. Thank you for listening. Tom Caswell, tom@tomcaswell.com @tom4cam Brandon Muramatsu, mura@mit.edu @bmuramatsu Unless otherwise specified this work is licensed under a Creative Commons Attribution 4.0 International License.
Hinweis der Redaktion
- Source: http://tomfishburne.com/2014/07/safe-is-risky.html
- Optional video clip: Click the image to start the video from the 10-min mark. Recommend showing about 2-min. Source: https://www.youtube.com/watch?v=GJdE7u1ZN60#t=598
- KEY POINTS: At the most basic level, competency-based education (CBE) awards academic credit based on mastery of clearly defined competencies. 2 steps: Define competencies Measure performance against competencies TIME: 1 min SOURCE(s): http://www.educause.edu/library/resources/7-things-you-should-know-about-competency-based-education
- KEY POINTS: Competency-based education is being implemented in different ways by different schools. Here are some common features of CBE that go beyond the basic definition: Emphasizes mastery over time Assessments play a central role in developing in demonstrating mastery Individualized support for learners through mentoring, coaching, or 1:1 faculty support Flexibility for learners Students start courses with different levels of knowledge and experience Students don’t learn at the same pace TIME: 3 min
- KEY POINTS: Here are just a few of the institutions who are piloting or implementing CBE models. TIME: 2 min SOURCE(s):
- KEY POINTS: In traditional higher education, time is constant and learning varies. Grades exist because time runs out before some students have met the course objectives. In competency-based education, learning is constant and time varies. The focus is on mastery of clear objectives. All students can succeed. TIME: 2 min
- Offline version coming in next version
- This sidesteps the need to write an authoring interface
- http://ocw.mit.edu/courses/physics/8-03sc-physics-iii-vibrations-and-waves-fall-2012/unit-iii-electromagnetic-waves/lecture-14/ Simple hide/reveal problem, written in JavaScript.
- http://ocw.mit.edu/courses/brain-and-cognitive-sciences/9-00sc-introduction-to-psychology-fall-2011/science-research/ Simple Multiple-choice problem, written in JavaScript. However, it must be noted that these examples are from Scholar courses, which have additional production resources. This are actually “born digital” courses.
- Assessments further down