Related to some of the points made in the JISC publication and multimedia are the following videos:
A useful example of video used for assessment purposes in the automotive industry can be watched here. And this video, using a Point of View camera clearly demonstrates how it might help facilitate synchronous assessment in industry.
In What Can We Learn About Assessment from Video Games? Derek Robertson shares some insights into how video games can inform the design of assessments to give students the best chance of success. He also asks the question: Should there be an 'e' in front of assessment.
Gráinne Conole is well known in the eLearning world, and in this presentation she talks about new technologies and provides examples of how they are being used in learning and teaching. She also considers what impact these new technologies have on assessment practices and discusses the Open University’s Learning Design initiative as an alternative methodology for helping teachers design assessments: What is the Impact of New Forms of Social and Participatory Media o...
Using online tools to provide relevant, authentic and timely assess...: This presentation demonstrates the value of designing and using e-assessments to enhance student learning. Examples are explored that illustrate some of the benefits to teaching and learning offered by moving toward assessments. (Of particular interest to the tertiary sector.) based in flexible, mobile, collaborative learning technologies.
A complementary resource, this video introduces an insightful overview of various forms of assessment and ties them in directly with ways of enhancing assessment for learning, assessment to learn, and assessment of learning.
This video 'Self assessment: Pitching it' dramatises the notion of self-assessment for both teachers and students. The technique they demonstrate is one where students "evaluate their own work, describe it to the class and make a pitch for the grade they think their work deserves".
The The Australian Flexible Learning Framework (Framework) has put together this wiki page to summarise some key projects (2009/2010) that are exploring ePortfolios for Recognition/Assessment of Prior Learning, as well as other forms of assessment.
Instant Mobile Feedback for Community-based ESOL features a project, where a partnership was formed between Scotland’s Colleges, Stevenson College Edinburgh (SCE) and ipadio.com, using mobile phones and web technologies. Using ipadio, ‘the home of live broadcasting’, learners broadcast their submissions direct from their phones to their own secure, personalised channels at a time and place that suits them. Peers and tutors are then alerted via RSS, Twitter or e-mail, and can then listen and respond using their mobiles.
The Foundation for Cooperative / Active Learning site has some really useful guidelines and resources around setting up cooperative / active learning tasks, how to intervene if groups aren't gelling as they might (with practical tips from educators who have used the approach), and rubrics to help with the assessment of cooperative / active learning.
This Prezi gives a really good overview of some of the learning theories that link with different ways learners are assessed, and then drills down into alternative ways of assessing. Rubrics feature strongly, as do ePortfolios.
Paul Denny from the University of Auckland has created a system that students use to "develop course-based multiple-choice questions and accompanying explanations to share with other learners. These questions are used by others for studying, critiquing and discussing. Each question is rated for difficulty and quality. The process of answering, evaluating and discussing questions developed by their peers enables students to compare their performance and understanding with that of other students studying the same material" (quote from this page).
Please watch the video to hear what the lecturers and students who have been using Peerwise think, and then feel free to answer some or all of the questions below, or to contribute your own thoughts and experiences around alternative approaches to assessment.
What were your reactions to the video? Anything strike you as particularly controversial?
What are your reactions to the concept of students creating assessment questions?
Have you encouraged your own students to develop (or co-develop) their assessments?
What might be the positive aspects of getting learners involved in assessment writing in this way? Negatives?
Paul Denny's ideas make me want to get in to a classroom and try this with a group of students or teachers. I was impressed with the students' positive comments on the video and noted the guys like the leaderboard - being competitive was important to most students I think. I watched the powerpoint presentation also and loved some of the comments such as "I really enjoyed it. I know that sounds sad" and another "I will repair my question and please tell me if I still haven't got it correct". My favourite comment was" I actually know all the answers to the questions that were on the same topic as my question"
My reaction to the video was that I was surprised how large the class was at the university and logistically it would be difficult to monitor all the questions and answers. I know in the powerpoint presentation it appeared only 7% to 8% of questions and answers were incorrect. This is the only problem I have with this idea although students do comment on everyone else's questions and answers.
My reaction to the concept of students creating assessments - I totally agree with it and as a student says on the video "it is so much better than studying old exam papers".
I have encouraged students to develop their own questions but with a leader board and I have not had them make multi choice questions.