assessmentas a strategyto...

Maria João Loureiro

assessment as a strategy to promote online interaction

CIDTFF, DDTE, Universidade de Aveiro






objectiveinteractioncase 1case 2case 3case 4case 5final thoughts

topics




share our experience in blearning, in particular the assessment strategies we have been using to promote interaction in online contexts

objective




creating, sustaining and managing interaction are critical aspects of online teaching and learning activitiesquality interaction involves critical thinking and reflectiontypes of interaction1. learner – content2. learner – teacher 3. learner – learner

in online contexts4. learner – interface (technology)

interaction




should provide opportunities to learn and cultivate community atmosphere

continuous participation (posting) Eintroductory biographical posts (personal pages – Web 2.0)Efamiliarization sessions with the technology (face to face)! no posting doesn’t imply no learning (lurkers interact with content)

social presence/community sense (belonging, respect, …)Eintegration of stories (personal episodes)Euse smiles, affective expressions, humor …

requires cognitive involvement Etask should meet students needs, authentic learning -> flexibility,

negotiation Ethread discussions

mix synchronous and asynchronous tech.feedback

interaction




context – initial teachers education (Educ Tech.)tools – LMS – thread discussions (teachers-led)

advantages of ICT use in educationobstacles to ICT integrationInternet security…

case 1




assessment criteriaquantity as well as qualityErelevance, correctness, deepness, critical thinking, reference to

peers posts, participation

teacher assessment helped students to auto-assess their contributionsincrease participation and the quality of the interaction

case 1




context – professional education (1 month)tools – social network

thread discussions (students-led) –share problems/questions “I had problems to install software X, can you help me?”blogs – personnel reflections

case 2




assessment categoriesquestions (closed/opened and academics/ professional relevant) information sharing, others

teacher assessment improved participation and relevance of the questions

peer feedbackimproved problems specification: “… explain the situation …”

some students felt uncomfortable

51Academic

169Prof.relevant

ClosedOpenQuestions

case 2




context – MsD post-graduation (EvalES)b-Learning regime

5 weeks 2 face-to-face sessions (12h each) group work at a distance

tools – blogshttp://ase07.blogspot.com/

auto, peer and teacher assessment

case 3

http://ase07.blogspot.c



CIDTFF, DDTE, Universidade de Aveirocase 3

students’ perceptions

students’ reflections 1

students’ reflections 2

auto + hetero - assessment

hetero - assessment




Activities and explored tools

0 4 8 12 16

Activities' framework

Organization of the face-to-face sessions

Suitability of the activities

Suitability of the theoretical framework

Intra-group interaction

Inter-group interaction

Relevance of the communication tools

Relevance of the discussions

Suitability of the assessment strategies

Duration of the module

Topi

cs

Number of students

completely disagree disagree agree completely agree don't know

case 3

N=19



CIDTFF, DDTE, Universidade de Aveirocase 3

The relevance and dificulties of the tasks

0 4 8 12 16

Survey of perceptions

Reading of bibliography

Discussion and synthesis of reading

Self-assessment

Group work

Presentation and discussion of group work

Self- and hetero-assessment

Concept maps

Hetero-assessment of collaboration competences

Prop

osed

task

s

Number of studentsdificultyrelevance

N=19




context – post-graduation (EAD)tools – wiki

http://ead0809.wetpaint.com/

assessment strategies similar to the previous case

peer-assessment of progress work (1th version) compulsory

some students felt uncomfortableassessment activities are not valued

case 4

http://ead0809.wetpai




context – post-graduation (Evaluation and quality in education)tools – LMS forumsassessment principles

authentic assessment (in context, relevant for practices)assessment aligned with the learning aimspeer-assessment of progress work continuous and formative

assessment activities valued

case 5




have we promoted quality online interactions?teachers and/or peers assessment is essentialEcases 1, 2, and 5

students perceptions about evaluation and assessmentEcases 3 and 4

time consumingcompatibility with diversity of task both of students (part time) and HE teachers

shouldn’t be explored in a single module/discipline

final thoughts




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