E-assessment

Stuart JonesAssistant Director of Learning and Teaching

How can technology be used to support the assessment of learner's work in main stream education?

How much of our vision is in place?

Where’s the money and resources coming from?

Are there issues of inclusion and exclusion?

How do we keep up to date with

this?

Does technology change the skills, knowledge and

understanding being assessed?

How does this contribute to the

whole school vision?

Evolution or Revolution?

Some Key Questions

What is

e-assessment?

Are all our staff effective with ICT?

Some definitions

• Formative assessment - recognition and motivation

• Summative assessment recording and rewarding learners’ progress and achievement

• Diagnostic assessment helping people to establish a baseline and understand their progress, strengths and development needs

• standard setting: defining levels and thresholds of achievement

• differentiation and selection: enabling employers and HE to understand what young people have achieved, and how individuals compare to their peers

Summary of Activities

• Mini technical audit for schools • Development of the ICT tests for Initial Teacher

Trainees • Tomlinson / 14- 19• MIAP / ULN

Learner Information Service

Common Data Definitions

National Register of Providers

Data Sharing Framework

LSC HESAAwarding BodiesDfES

eg. SLC, JC+, Connexions

LEARNING DATA INTERFACE

FE/WBL/ACL/Learndirect

HEAssessment Achievement

Schools/LEAs

Other

Learners Providers National agencies

Local agencies

Overview of the MIAP Proposals:

Data Sharing Interface

Unique Learner Number

MIAP Enabling Projects

Developing Work Programme: Emerging Phases

1. Establish user requirements. Agree common data definitions. ULN collection trials. (Reports Spring 05)

2. Develop technical options. (Spring/Summer 05)

3. Agree technical solution. ULN pilots. (Summer 05)

4. System design/development. ULN initial implementation. (Autumn 05)

5. Phased Roll-out. Data Sharing Interface. (During 2006)

Phase 1

Phase 2

Phase 3

Phase 4

Phase 5

Summary of Activities

• mini technical audit for schools • development of the ICT tests for Initial Teacher

Trainees • Tomlinson / 14- 19• MIAP / ULN• Computer marked / ICT assessments• QCA • E-portfolios

E-Portfolios as a ‘Learning Space’

“By facilitating & capturing the evolution of concepts & ideas through revisions of work & interactions with instructors, mentors, classmates & friends, electronic portfolios can be much more than a Web site that simply organizes and presents final projects. They can foster learning spaces where the author can gain insights & a better understanding of him/herself as a learner”Source: eportconsortium, Electronic Portfolio White Paper

Summary of Activities

• mini technical audit for schools

• development of the ICT tests for Initial Teacher Trainees

• Tomlinson / 14- 19

• MIAP / ULN

• Computer marked / ICT assessments

• QCA

• E-portfolios

• E-assessment group

• Vocational assessment

Issues

• Technical capability

• Copyright / legal

• Question banks

• Plagiarism

• Innovation

• Deficit testing

• The extended school

General considerations

• Technical standards and interoperability.

• Security of assessment.

• Student tracking through continuous formative e-assessment.

• Types of assessment.

• Computer marking of complex answers

Where next? – and what is Becta doing about it?

• The opportunities

• Common standards and formats.

• Awarding body / Institution alignment

• Assessment techniques

• Pedagogic approaches