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Evidence-Centered Approach to
Online Assessment of Students’
Digital Competence
Mart Laanpere, Kai Pata (Tallinn Universit...
Problem space
• Need to assess digital competence: a newly
defined key competences in Estonian national
curriculum for pri...
Digital competence
• Three competing approaches to digital
competence/competencies:
– Theory-based knowledge, derived from...
Teaching and assessing ICT skills in
Estonia
• 1986: Computer science as a compulsory
theoretical subject, no exam, teache...
Research design and organisation
• Two teams of researchers from two different
universities (University of Tartu & Tallinn...
ECD framework (Almond,
Mislevy et al. 2015)
inspired by e-exams of
Cisco Network Academy;
Has been applied in
various cont...
Layered assessment architecture of ECD
Layer Role Key entities Examples
Domain
analysis
Collect info about
domain, teachin...
Assessment framework (CAF)
What?
How?
Where?
Extent?
Domain analysis: example
Performance taxonomy
Fact Concept Procedure Rule
Knows
Understands
Applies
HOTS
Based on: Merrill ja Feisel-Schmitz
Bayesian network
Information &
Data Literacy
Digital content
creation
Communication
& collaboration
Digital safety
Problem...
KSA (Knowledge-Skills-Abilities)
P_Info P_Comm P_Content P_Safety P_Probl
T_Info
T_Comm
T_Content
T_Safety
T_Probl
Example: practical task
• Create a presentation that compares two
countries: Estonia and Slovenia
• Criteria:
– At least 4...
Piloting
• Not completed, planned in 6-8 schools this
October
• Bayesian data analysis, evidence accumulation
• Scenario-b...
Questions for discussion
• Any experiences with ECD?
• How to combine inductive and deductive
approaches?
• Semi-automated...
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Evidence-Centered Approach to Online Assessment of Students’ Digital Competence

Presentation at TEA 2016 conference, Tallinn University

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Evidence-Centered Approach to Online Assessment of Students’ Digital Competence

  1. 1. Evidence-Centered Approach to Online Assessment of Students’ Digital Competence Mart Laanpere, Kai Pata (Tallinn University) Mario Mäeots , Leo Siiman (University of Tartu)
  2. 2. Problem space • Need to assess digital competence: a newly defined key competences in Estonian national curriculum for primary and secondary schools • Requirements: – Compliant with DigComp framework – Implemented online using e-exam system EIS – Scalability – Automated assessment – Reliability, validity
  3. 3. Digital competence • Three competing approaches to digital competence/competencies: – Theory-based knowledge, derived from the academic discipline of computer science (computational thinking) – Pragmatic skills, needed at the workplace (ECDL) – Key competence, contextualised, closer to “learning to learn” skill • DigComp follows the second approach, Estonian curriculum combines 2nd and 3rd
  4. 4. Teaching and assessing ICT skills in Estonia • 1986: Computer science as a compulsory theoretical subject, no exam, teacher-created tests • 1996: Informatics as an elective subject, learning generic ICT skills for office jobs • 2000: ICT and media as cross-curricular theme, pilot exam on national level (test + practical task) • 2011: informatics as an elective subject, digital competence as a key competence
  5. 5. Research design and organisation • Two teams of researchers from two different universities (University of Tartu & Tallinn University) • Combination of two approaches: – Inductive/descriptive, bottom-up (Tartu team): collecting and analysing the best practice from large-scale comparative and national studies – Deductive/prescriptive, top-own (Tallinn team): building a new framework from scratch, deducing the new type of practice
  6. 6. ECD framework (Almond, Mislevy et al. 2015) inspired by e-exams of Cisco Network Academy; Has been applied in various contexts: Assessing language competence, Inquiry skills in STEM Etc.
  7. 7. Layered assessment architecture of ECD Layer Role Key entities Examples Domain analysis Collect info about domain, teaching practice, frames Concepts; terminology; tools; representation forms Curricula, rubrics, test Domain modelling Express assessment argument in narrative form KSAs; potential work products; potential observations Design patterns Assessment framework CAF Express assessment argument as blueprints for tasks or items Student, evidence, and task models; student- model, rubrics etc Task templates Imple- mentation Implement assessment, presenting tasks or items and gathering and analyzing responses Task materials (incl.all materials, tools, affordances); work products Rendering protocols for tasks; IMS/QTI representation of materials & scores; Delivery Coordinate interactions of students and tasks; task and test-level scoring; reporting. Tasks as presented; work products as created; scores as evaluated. summaries for individual and group- level reports;
  8. 8. Assessment framework (CAF) What? How? Where? Extent?
  9. 9. Domain analysis: example
  10. 10. Performance taxonomy Fact Concept Procedure Rule Knows Understands Applies HOTS Based on: Merrill ja Feisel-Schmitz
  11. 11. Bayesian network Information & Data Literacy Digital content creation Communication & collaboration Digital safety Problem solving
  12. 12. KSA (Knowledge-Skills-Abilities) P_Info P_Comm P_Content P_Safety P_Probl T_Info T_Comm T_Content T_Safety T_Probl
  13. 13. Example: practical task • Create a presentation that compares two countries: Estonia and Slovenia • Criteria: – At least 4 slides/screens – Diagrams based on reliable and recent data – Images (IPR need to be followed, licensing)
  14. 14. Piloting • Not completed, planned in 6-8 schools this October • Bayesian data analysis, evidence accumulation • Scenario-based design of new task templates • Exploring the solutions for simulation tasks (inspired by examples collected by Tartu group)
  15. 15. Questions for discussion • Any experiences with ECD? • How to combine inductive and deductive approaches? • Semi-automated assessment of practical tasks?

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