ta webinar 3 june 2020 slides2transformingassessment.com/sites/default/files/files/ta...3 june 2020:...

3 June 2020: 07:00AM UTC e-Assessment Awards: Selected finalists showcase Session chair: Martha Gibson Edinburgh Business School, Heriot-Watt University.

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e-Assessment SIG

Webinar Hosts Professor Geoff Crisp, Deputy Vice-Chancellor & Vice-President Academic University of Canberra g.crisp[at]canberra.edu.au Dr Mathew Hillier, Macquarie University mathew.hillier[at]gmail.com

Webinar Series

@transformassess

Casestudiesfrom2020finalists

MarthaGibsonSponsorshipSecretary&Execu3veBoardMember.e-AssessmentManager,Heriot-WaAUniversity,UK.TwiAer:@MG_EBSLinkedIn:www.linkedin.com/in/martha-gibson123

TheeAAisaprofessionalbodythatpromotesbeAerassessmentofknowledge,skillsandcapabili3esofpeoplethroughtechnology.Itsmembersrepresentthewholeofthesector,fromacademicsandins3tu3onstotechnologyprovidersandlargecorporates.

1833IndividualMembers(freesubscrip3on)14BoardMembers(voluntary)20SponsorOrganisa3ons2326followersonTwiAer762membersoftheLinkedInDiscussionGroup

Podcasts,AnnualConference,events,papers,SIGs,newsleAers,casestudies,blogs,glossary,eventcalendar,socialmedia,plusthee-AAAwards!

hAps://e-Assessment.com

Thee-AssessmentAssocia3on

OneofourkeygoalsasanAssocia3onistocommunicatetheposi3vecontribu3onsthattechnologymakestoallformsofassessmentandweaimtoshowcasetheverybestprac3ce,researchandinnova3ontakingplace.

-Worldwideapplica3onsin2020fromCanada,USA,SaudiArabia,Scandinavia,UKandIreland.-7categories.WinnerstobeannouncedviaouronlineAwardsShownextweekandonTwiAer@eAssess#eAAwards-Separateandindependentjudgingpanelsforeachcategory.-En3reentryprocess,includingtheinterviewsofallshortlistedentrants,takesplaceonline.-2021AwardswillbeopenforentriesfromOctober2020.

hAps://eAssessmentAwards.com

Thee-AssessmentAwards

BestUseofSumma3veAssessmentBestUseofForma3veAssessmentBestResearchExcellenceinExportBestTransforma3onalProjectInnova3onLife3meContribu3onFulllistoffinalists:hAps://eassessmentawards.com/finalists-2020/

e-AssessmentAwardscategories

2020finalistswithustoday…BestUseofSumma@veAssessmentUniversityofReading(UK)forStudentProgressDashboard.Presenter:ProfessorEmmaMayhew

BestUseofSumma@veAssessmentNewcastleUniversity(UK)forNewcastleUniversityDigitalExamService.Presenters:JackEnnisandRebeccaGill

Innova@onCentreforAssessmentResearch,PolicyandPrac3ceinEduca3on(CARPE)(Ireland).Presenter:DrAnastasiosKarakolidis

Finalist:BestUseofSumma@veAssessment

LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACT LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACT Copyright University of Reading

Professor Emma Mayhew, University of Reading

THE IMPACT OF A NEW STUDENT ASSESSMENT DASHBOARD ON STUDENT LEARNING

LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACT

DASHBOARD-MAIN PAGE


DASHBOARD-MODULAR VIEW


CLICK THROUGH INTO A SPECIFIC MODULE


CLICK THROUGH INTO INDIVIDUAL ASSESSMENT


STUDENT RESPONSE

58,000+

Views since mid-November 2019

Staff Views, 7.0%

Student Views, 93.0%

When asked to give a high, medium or low value rating for each feature, the weighted running part average received the most ‘high’ ratings

A survey of 218 students showed that: 94% liked it 85% were more satisfied with their assessment experience 94% felt it would help them self-reflect on progress 95% were taking action to change assessment behaviours as a direct result 53% said they would look again at feedback 62% said it would improve tutorial conversation

High value ratings


Comments included “It is awesome!” “I clearly know where I stand and what I need to improve” “I can clearly see which module requires more study and improvement” “Satisfying to know where I am excelling” “It is motivational to keep work up to the same standard” “It has made me relax a bit” “It makes me worry less” “I have heightened my expectations of myself as I can see that with a little more work I can push my marks up”

STUDENT RESPONSE

Finalist:BestUseofSumma@veAssessment

Newcastle University Digital Exam Service

3/6/20 LearningandTeachingDevelopmentService 20

Jack Ennis!

Rebecca Gill!

Learning and Teaching Development Service !

Newcastle University!!

Current and planned provision

KeyObjec3ve:Makeonlinesumma3veassessmentpossibleforawiderangeofassessmenttypesandinnon-clusterenvironments


050

100150200

2007-8

2008-9

2009-10

2010-11

2011-12

2012-13

2013-14

2014-15

2015-16

2016-17

2017-18

2018-19

Numberofdigitalexamsdelivered

Academicunits

StudentWellbeing

ExamsOffice LTDS

ITServiceEstates

Transforming Assessment

JISC'TheFutureofAssessment'report(Spring2020)Technologycanbeusedtotransformassessmenttomakeitmore:Authen3cAccessibleAppropriatelyautomatedCon3nuousSecure

JISC,2020hAps://www.jisc.ac.uk/reports/the-future-of-assessment


Evaluation: digital written exams


24%

27%25%

17%

7%

HowdidyourexperienceoftakingthewriPenpartoftheexamoncomputer

comparetoyourpreviousexperiencesoftakingwriPenexamsonpaper?

MuchbeAer

SomewhatbeAer

NeitherbeAernorworse

Somewhatworse

MuchworseStudentevalua3onsofalldigitalwriAenexamstoMarch2020

itwassomucheasiertoeditmywork.Wri3ngisacyclicalprocess,sobeingabletogobackandamendmypreviousparagraphwasreallyhelpful

Evaluation: Bring Your Own Device (BYOD)

LearningandTeachingDevelopmentService 243/6/20

27%

31%

28%

11%3%

HowdidyourexperienceoftakingtheexamonyourlaptopcomparetoyourpreviousexperienceoftakinganonlineexamonaUniversitycomputerina

cluster?

MuchbeAer

SomewhatbeAer

NeitherbeAernorworse

Somewhatworse

MuchworseStudentevalua3onsofallBYODdigitalexamstoMarch2020

BeingabletotypeonakeyboardIamusedtowasgreat

Itwasmucheasiertoconcentrateonlaptopsastherewasnotasmuchofanoisecreatedfrompeopletyping

Evaluation: colleagues’ perspectives


allowedmetoprovideanexamthatiscustomisabletomymoduleinordertomeetmylearningoutcomes[…]Icanassessstudentsonarangeofskillsandknowledge-basedoutcomes. DrAdrianSmall,Opera3onsManagementmoduleleader

Ibelievethattheeaseofreadingeachpaperactuallyledtofairermarking.Studentswithpoorhandwri3ng[…]areomengiventhebenefitofdoubtandthisbiasdisappeared.

DrGabrieleJordanPsychologymoduleleader

allowedmetouseanexternaltool,andIwasabletoaskapplica3onques3onsmuchmorecomplexandinteres3ngasaresult.

DrCharlesMorissetCompu3ngmoduleleader

Opportunities and challenges

•  Examroomtechnicalsupport•  Logis3csatscale•  Assis3vesomwareforlockeddownexams

•  Incorpora3ngdiagramsdrawnonpaper

•  Demandfornewtypesofdigitalexams

•  Covid-19response


Finalist:Innova@on

Anastasios Karakolidis [email protected]

Using Animations in Assessment

The reality

Thevastmajorityoftestsinusetodayrelyheavilyonsta3ctext

The problem with text-based assessments Limitedintermsofthecomplexityofwhatcanbepresentedass3muliand/orresponses[1]

Test-takersarerequiredtohaveskills(e.g.,readingcomprehension)thatmaybeirrelevanttotheconstructthattheassessmentpurportstocapture[1,2]

Suchequityandfairnessissuesmightaffect:•  test-takerswithpoorlanguageandreadingskills•  non-na3vespeakers•  peoplewithdyslexia

Construct-irrelevantvarianceàvalidity[3]

This innovation…

explorestheextenttowhichanimatedvideosareausefulalterna3veto

wriAentextintes3ng

Why animated videos?

Advantages:• replacemuchofwriAentext• enablethevisualisa3onofcomplexinforma3onthatcannotbeeasilycommunicatedviatext

• moreeffec3vethanothervideo-basedmediaChallenges:

• developmentcomplexi3es• cost

Development of an animated test Selec3onofasitua3onaljudgementtest(SJT)designedbyStevenStemler,RobertSternbergandtheircolleaguesatYaletomeasureteachers’prac3calknowledgeofhowtodealwithchallengingsocialsitua3onsatwork[4,5]

Collabora3onwithananima3oncompanytocreate15animatedvideosbasedontheoriginaltext-basedscenarios

A sample text-based scenario

The animated SJT

AnimaAonsdevelopedbyAnimatedscenarios.com-PlaEormdesignedbyPsycholate

The animated test

Process of animating 1s

t dram

2nd d

ram

Finaldram

The research study Experimentalcomparisonoftheanimatedvs.thetext-basedversionofthetest

Sample:na3ve(n=51)andnon-na3ve(n=78)English-speakingpre-serviceteachers-randomassignment

Measures:• SJTperformance• Englishproficiency• readingcomprehensionabilityinEnglish

• ThevarianceaAributedtoconstruct-irrelevantfactorswasreducedby9.5%

• Inotherwords,theuseofanimatedvideosreducedthedependencyoftestperformanceonirrelevantfactors,suchaspar3cipants’proficiencyandreadingcomprehensioninEnglish

Research question #1: What impact does the use of animated videos have on construct-irrelevant variance attributed to language and reading skills?

Research question #2: What impact does the use of animated videos have on test-takers’ reactions to the test?

Theanimatedversionofthetest

wasperceivedasmorevalidandfair(d=0.38)

wasperceivedasmoreenjoyable(d=0.50)

wasfoundtouselanguagethatwaslessdifficulttounderstand(η2=0.043)

So what? • Didanima3onsmakeasubstan3aldifference?• Weshouldcareaboutwhattest-takersthinkoftheteststheytake!

• Test-takerspercep3onsofatestcanhaveanimpacton:•  theirastudestowardsthebodyorganisingtheassessment[1]•  theirengagementwiththeassessment[6,7]•  theirperformance[6,7]

• Isitworththeeffortandmoney?

The potential • Improvingequityandfairness

• Improvingstandardisa3oninassessment

• Tes3ngacrossdifferentpopula3ons

• Tes3nghard-to-measureconstructs

• Professionaldevelopment

References [1]E.C.Popp,K.Tuzinski,andM.Fetzer,“Actororavatar?Considera3onsinselec3ngappropriateformatsforassessmentcontent,”in

TechnologyandTes3ng:ImprovingEduca3onalandPsychologicalMeasurement,F.Drasgow,Ed.NewYork,NY:Routledge,2016,pp.79–103.

[2]J.Abedi,“Linguis3cfactorsintheassessmentofEnglishlanguagelearners,”inTheSAGEHandbookofMeasurement,G.Walford,E.Tucker,andM.Viswanathan,Eds.California,Ca:SAGE,2010,pp.129–105.

[3]AmericanEduca3onalResearchAssocia3on(AERA),AmericanPsychologicalAssocia3on(APA),andNa3onalCouncilonMeasurementinEduca3on(NCME),StandardsforEduca3onalandPsychologicalTes3ng.Washington,DC:AmericanEduca3onalResearchAssocia3on,2014.

[4]S.E.Stemler,J.G.EllioA,E.L.Grigorenko,andR.J.Sternberg,“There’smoretoteachingthaninstruc3on:Sevenstrategiesfordealingwiththeprac3calsideofteaching,”Educ.Stud.,vol.32,no.1,pp.101–118,2006.

[5]J.G.EllioA,S.E.Stemler,R.J.Sternberg,E.L.Grigorenko,andN.Hoffman,“Thesociallyskilledteacherandthedevelopmentoftacitknowledge,”Br.Educ.Res.J.,vol.37,no.1,pp.83–103,Feb.2011.

[6]Chan,D.,SchmiA,N.,DeShon,R.P.,Clause,C.S.,&Delbridge,K.(1997).Reac3onstocogni3veabilitytests:Therela3onshipsbetweenrace,testperformance,facevaliditypercep3ons,andtest-takingmo3va3on.JournalofAppliedPsychology,82(2),300–310.

[7]ScoA,J.C.,&Mead,A.D.(2011).Founda3onsformeasurement.InN.Tippins&S.Adler(Eds.),Technolgy-EnhancedAssessmentofTalent(pp.21–65).SanFrancisco,CA:Jossey-Bass.

Emailaddress:[email protected]

e-AssessmentAssocia@on

JointheeAAforfreeatwww.e-assessment.com/registerJointheeAALinkedIngroupandaddtothediscussionsFollowusontwiAer@eAssessSpreadthewordaboutthe2021Awardsprogramme.Findoutmoreatwww.eassessmentawards.comGetintouch!Sendinyourblogposts,thoughts,queries,[email protected]

Thankyouforlistening

Webinar Session feedback With thanks from your hosts Professor Geoff Crisp, Deputy Vice-Chancellor & Vice-President Academic University of Canberra g.crisp[at]canberra.edu.au Dr Mathew Hillier, Macquarie University mathew.hillier[at]gmail.com Recording available http://transformingassessment.com

Next session 15 July 2020 Assessment in

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ta webinar 3 june 2020 slides2transformingassessment.com/sites/default/files/files/ta...3 june 2020:...

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