formative e-assessment: cases, patterns and scenarios

formative e-assessment: case stories, design patterns, and future scenarios Caroline Daly, Harvey Mellar, Yishay Mor, Norbert Pachler, Institute of Education, University of London

Overview ,[object Object],[object Object],[object Object],[object Object]

Methodology ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

What is formative e-assessment? ,[object Object],[object Object],[object Object],[object Object]

OK, so what is Formative Assessment? ,[object Object],[object Object]

Formative = feedback + moments of contingency ,[object Object],[object Object]

Teacher Learner Peer Instruction Tasks Actions Tasks Actions

Conversational Framework (Laurillard)‏

Evidence Centred Design (Mislevy)‏ ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

A few cases ,[object Object],[object Object],[object Object],[object Object],[object Object]

Creature of the week (Judy Robertson)‏ ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],http://purl.org/planet/Cases/creatureoftheweek

CoMo (Niall Winters, Yishay Mor)‏ ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],http://purl.org/planet/Cases/CoMo

Post 16 string comparison (Aliy Fowler)‏ ,[object Object],[object Object],[object Object],[object Object],[object Object],http://purl.org/planet/Cases/Post16stringcomparison

Open mentor (Denise Whitelock)‏ http://purl.org/planet/Cases/OpenMentor

A few patterns.. ,[object Object],[object Object],[object Object]

Try Once, Refine Once (Aliy Fowler)‏ http://pul.org/planet/Patterns/TryOnceRefineOnce

Problem Lack of immediate feedback for students leads to fossilisation of errors and misconceptions providing immediate feedback in an iterative fashion can also hinder effective learning since students are able to "grope their way" step-by-step to a correct solution without necessarily having to think about each answer as a whole.

Context ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Feedback on Feedback (Linda McGuigan)‏ http://purl.org/planet/Patterns/FeedbackonFeedback

Problem ,[object Object],[object Object],[object Object],[object Object],[object Object],Tutors know this, but are pressed for time. Or not aware of their feedback strategies Large teaching organisations are not equipped to provide tutors with personal feedback on their teaching

Context ,[object Object],[object Object],[object Object],[object Object]

Solution ,[object Object],[object Object]

Classroom Display http://purl.org/planet/Patterns/Classroomdisplay

Problem ,[object Object],[object Object],[object Object],Using learner generated content.. ,[object Object],[object Object],[object Object]

Context ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Example scenario ,[object Object],[object Object],[object Object],[object Object]

Conclusions ,[object Object],[object Object],[object Object]

Thank you The Formative e-Assessment project: http://projects.lkl.ac.uk/feasst Final report http://telearn.noe-kaleidoscope.org/open-archive/browse?resource=1875 Yishay Mor http://people.lkl.ac.uk/yishay yishaym@gmail.com This presentation http://www.slideshare.net/yish/formative-eassessment-cases-patterns-and-scenarios

formative e-assessment: cases, patterns and scenarios

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