{"id":698,"date":"2014-09-24T18:03:06","date_gmt":"2014-09-25T01:03:06","guid":{"rendered":"http:\/\/opentextbc.ca\/teachinginadigitalage\/?post_type=chapter&#038;p=698"},"modified":"2018-11-10T12:36:22","modified_gmt":"2018-11-10T20:36:22","slug":"5-8-assessment-of-learning","status":"publish","type":"chapter","link":"https:\/\/opentextbc.ca\/teachinginadigitalage\/chapter\/5-8-assessment-of-learning\/","title":{"raw":"A.8 Assessment of learning","rendered":"A.8 Assessment of learning"},"content":{"raw":"<a href=\"http:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2015\/01\/Wei-large-line.jpg\"><img src=\"http:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2015\/01\/Wei-large-line.jpg\" alt=\"Print\" width=\"465\" height=\"16\" class=\"aligncenter wp-image-1668\" \/><\/a>\r\n\r\n[caption id=\"attachment_3471\" align=\"aligncenter\" width=\"456\"]<a href=\"http:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2015\/04\/assessment2.jpg\"><img src=\"http:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2015\/04\/assessment2.jpg\" alt=\"Figure A.8 Assessment\" width=\"456\" height=\"421\" class=\" wp-image-3471\" \/><\/a> Figure A.8 Assessment[\/caption]\r\n\r\n<a href=\"http:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2015\/01\/Wei-2.jpg\"><img src=\"http:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2015\/01\/Wei-2.jpg\" alt=\"Print\" width=\"465\" height=\"8\" class=\"aligncenter wp-image-1580\" \/><\/a>\r\n<blockquote><em>'I was struck by the way assessment always came at the end, not only in the unit of work but also in teachers' planning....Assessment was almost an afterthought...<\/em>\r\n\r\n<em>Teachers...are being caught between competing purposes of ...assessment and are often confused and frustrated by the difficulties that they experience as they try to reconcile the demands.'<\/em><\/blockquote>\r\n<p style=\"text-align: right\">Earle, 2003<\/p>\r\n\r\n<h2>A.8.1 Learner assessment in a digital age<\/h2>\r\nBecause assessment is a huge topic, it is important to be clear that the purpose of this section is:\r\n<p style=\"padding-left: 30px\">(a) to look at one of the components that constitute an effective and comprehensive learning environment, and;<\/p>\r\n<p style=\"padding-left: 30px\">(b) briefly to examine the extent to which assessment is or should be changing in a digital age.<\/p>\r\nAssessment again is discussed throughout the book, but particularly in:\r\n<ul>\r\n \t<li>S<a href=\"http:\/\/opentextbc.ca\/teachinginadigitalage\/chapter\/scenario-a-stats-lecturer-fights-the-system\/\">cenario D<\/a><\/li>\r\n \t<li><a href=\"http:\/\/opentextbc.ca\/teachinginadigitalage\/chapter\/section-7-5-strengths-and-weaknesses-of-moocs\/\">Chapter 5, Section 4<\/a><\/li>\r\n \t<li><a href=\"towards a paradigm shift?\">Chapter 10, Section 4<\/a><\/li>\r\n \t<li><a href=\"http:\/\/opentextbc.ca\/teachinginadigitalage\/chapter\/11-step-nine-evaluate-and-innovate\/\">Chapter 11, Section 11<\/a>.<\/li>\r\n<\/ul>\r\nHowever, assessment requires a section on its own.\u00a0Probably nothing drives the\u00a0behaviour of students more than\u00a0how they will be assessed. Not all students are instrumental in their learning, but given the competing pressures on students' time in a digital age, most 'successful' learners focus on what will be examined and how they can most effectively (which means for students in as little time as possible) meet the assessment requirements. Therefore decisions about methods of assessment will in most contexts be fundamental to building an effective learning environment.\r\n<h2>A.8.2 The purpose of assessment<\/h2>\r\nThere are many different reasons for assessing learners. It is important to be clear about the purpose of the assessment, because it is unlikely that one single assessment instrument will meet all assessment needs. Here are some reasons (you can probably think of many more):\r\n<ul>\r\n \t<li>to improve and extend students' learning;<\/li>\r\n \t<li>to assess students' knowledge and competence in terms of desired learning goals or outcomes;<\/li>\r\n \t<li>to provide the teacher\/instructor with feedback on the effectiveness of their teaching and how it might be improved;<\/li>\r\n \t<li>to provide information for employers about what the student knows and\/or can do;<\/li>\r\n \t<li>to\u00a0filter students for\u00a0further study, jobs or professional advancement;<\/li>\r\n \t<li>for institutional accountability and\/or financial purposes.<\/li>\r\n<\/ul>\r\nI have deliberately ordered these in importance for creating an effective learning environment.\r\n<h2>A.8.3 Methods\u00a0of assessment<\/h2>\r\nThe form the assessment takes, as well as the purpose, will be influenced by the instructors' or examiners' underlying epistemology: what they believe constitutes knowledge, and therefore how students need to demonstrate their knowledge. The form of assessment should also be influenced by the knowledge and skills that students need in a digital age, which means focusing as much on assessing skills as knowledge of content. Thus\u00a0continuous or formative assessment will be as important as summative or 'end-of-course' assessment.\r\n\r\nThere is a wide range of possible assessment methods. I have selected just a few to illustrate how technology can change the way we assess learners in ways that are relevant to a digital age:\r\n<h3 style=\"text-align: left\">A.8.3.1 No assessment<\/h3>\r\nA\u00a0question to be considered is whether there is a\u00a0<em>need<\/em>\u00a0for assessment of learning in the first place. There may be contexts, such as a community\u00a0of practice, where learning is informal, and the learners themselves decide what they wish to learn, and whether they are satisfied with what they have learned. In other cases, learners may not want or need to be formally evaluated or graded, but do want or need feedback on how they are doing with their learning. 'Do I really understand this?' or 'How am I doing compared to other learners?'\r\n\r\nHowever, even in these contexts, some informal methods of assessment by experts, specialists or more experienced participants could help other participants extend their learning by providing feedback and indicating the level of competence or understanding that a participant has achieved or has yet to accomplish. Lastly, students themselves can extend their learning by participating in both self-assessment and peer assessment, preferably with guidance and monitoring from a more knowledgeable or skilled instructor.\r\n<h3 style=\"text-align: left\">A.8.3.2 Computer-based multiple-choice tests<\/h3>\r\nThis method is good for testing 'objective' knowledge of facts, ideas, principles, laws, and quantitative procedures in mathematics, science and engineering etc.,\u00a0and are cost-effective for these purposes. This form of testing though\u00a0tends to be limited for\u00a0assessing\u00a0high-level intellectual skills, such as complex problem-solving, creativity, and evaluation, and therefore less likely to be useful for developing or assessing many of the skills needed in a digital age.\r\n<h3 style=\"text-align: left\">A.8.3.3 Written essays or short answers<\/h3>\r\nThis method is good for assessing\u00a0comprehension and some of the more advanced intellectual skills, such as critical thinking, but it\u00a0is\u00a0labour intensive, open to subjectivity, and not good for assessing practical skills. Experiments are taking place with automated essay marking, using developments in artificial intelligence, but so far automated essay marking still struggles to\u00a0identify valid\u00a0semantic meaning (for balanced\u00a0and more detailed\u00a0accounts of the current state of machine grading, see\u00a0<a href=\"http:\/\/mfeldstein.com\/si-ways-the-edx-announcement-gets-automated-essay-grading-wrong\/\">Mayfield, 2013\u00a0<\/a>and\u00a0<a href=\"http:\/\/vikparuchuri.com\/blog\/on-the-automated-scoring-of-essays\/\">Parachuri, 2013<\/a>).\r\n<h3 style=\"text-align: left\">A.8.3.4 Project work<\/h3>\r\nProject work encourages the development of authentic skills that require understanding of content, knowledge management, problem-solving, collaborative learning, evaluation, creativity and practical outcomes. Designing\u00a0valid and practical project work needs a high level of skill and imagination from the instructor.\r\n<h3 style=\"text-align: left\">A.8.3.5 e-Portfolios\u00a0(an online compendium of student work)<\/h3>\r\nE-portfolios enable self-assessment through reflection, knowledge management, recording\u00a0and evaluation of learning activities, such as teaching or nursing practice, and\u00a0recording of an individual's contribution to project work (as an example, see \u00a0<a href=\"http:\/\/contactnorth.ca\/pockets-innovation\/documenting-learning-using-e-portfolios-visual-arts-and-built-environment\">the use of e-portfolios in Visual Arts and Built Environment at the University of Windsor.<\/a>); e-portfolios are usually self-managed by the learner but can be made available or adapted for formal assessment purposes or job interviews.\r\n<h3 style=\"text-align: left\">A.8.3.6 Simulations, educational games (usually online)\u00a0and virtual worlds<\/h3>\r\nThese facilitate the\u00a0practice of skills, such as\r\n<ul>\r\n \t<li>complex and real time decision-making,<\/li>\r\n \t<li>operation of (simulated or remote) complex equipment,<\/li>\r\n \t<li>the development of safety procedures and awareness,<\/li>\r\n \t<li>risk taking and decision-making\u00a0in a safe environment, activities that require a\u00a0combination of manual and cognitive skills (see\u00a0<a href=\"http:\/\/contactnorth.ca\/pockets-innovation\/border-simulation\">the training of Canadian Border Service officers at Loyalist College, Ontario)<\/a>.<\/li>\r\n<\/ul>\r\n<a href=\"http:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2015\/01\/Wei-large-line.jpg\"><img src=\"http:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2015\/01\/Wei-large-line.jpg\" alt=\"Print\" width=\"465\" height=\"16\" class=\"aligncenter wp-image-1668\" \/><\/a>\r\n\r\n[caption id=\"attachment_465\" align=\"aligncenter\" width=\"459\"]<a href=\"http:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2014\/08\/Border-station-Loyalist-2.jpg\"><img src=\"http:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2014\/08\/Border-station-Loyalist-2.jpg\" alt=\"Figure A.5.3.5 Virtual world border crossing, Loyalist College, Ontario\" width=\"459\" height=\"340\" class=\" wp-image-465\" \/><\/a> Figure A.8.3.6 Virtual world border crossing, Loyalist College, Ontario[\/caption]\r\n\r\n<a href=\"http:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2015\/01\/Wei-2.jpg\"><img src=\"http:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2015\/01\/Wei-2.jpg\" alt=\"Print\" width=\"465\" height=\"8\" class=\"aligncenter wp-image-1580\" \/><\/a>\r\n\r\nThese methods are currently expensive to develop, but cost-effective with multiple use, where they\u00a0replace the use of extremely expensive equipment, where operational activities cannot be halted for training purposes, or where available as open educational resources.\r\n\r\nIt can be seen that some of these assessment methods are both formative, in helping students to develop and increase their competence and knowledge, as well as summative, in assessing knowledge and skill levels at the end of a course or program. In a digital age, assessment and teaching tends to become even more closely integrated and contiguous.\r\n<h2>A.8.4 In conclusion<\/h2>\r\nNothing is likely to drive student learning more than the method of assessment. At the same time,\u00a0assessment methods are rapidly changing and are likely to continue to change. Assessment in terms of skills development needs to be both ongoing and continuous as well as summative. There is an increasing range of digitally based tools that can enrich the quality and range of student assessment.\u00a0Therefore the choice of assessment methods,\u00a0and their relevance to other components, are vital elements of any effective learning environment.\r\n<div class=\"bcc-box bcc-info\">\r\n<h3 itemprop=\"educationalUse\">Activity A. 8\u00a0What assessments work in a digital age?<\/h3>\r\n<ul>\r\n \t<li>are there other methods of assessment relevant to a digital age that I should have included?<\/li>\r\n \t<li>there is still a heavy reliance on computer-based multiple-choice tests in much teaching, mainly for cost reasons. However, although there are exceptions, I would argue in general that these really don't assess the high level conceptual skills needed in a digital age. Do you agree?<\/li>\r\n \t<li>Are there other methods that are equally as economical, particularly in terms of\u00a0instructor time, that are more suitable for assessment in a digital age? For instance, do you think automated essay grading is a viable alternative?<\/li>\r\n \t<li>would it be helpful to\u00a0think about assessment right at the start of course planning, rather than at the end? Is this feasible?<\/li>\r\n \t<li>in Scenario E, 'Developing historical thinking', did the instructor use assessment to help develop and assess the skills needed in a digital age in an effective manner? If so, how and if not, why not?<\/li>\r\n<\/ul>\r\n<\/div>\r\n<h2>References<\/h2>\r\n<span>Earle, L. (2003)\u00a0<\/span><em>Assessment as Learning<\/em><span>\u00a0Thousand Oaks CA: Corwin Press<\/span>\r\n\r\n<span>Mayfield, E. (2013) Six ways the edX Announcement Gets Automated Essay Grading Wrong,\u00a0<\/span><a href=\"http:\/\/mfeldstein.com\/si-ways-the-edx-announcement-gets-automated-essay-grading-wrong\/\">e-Literate<\/a><span>, April 8<\/span>\r\n\r\n<span>Parachuri, V. (2013) On the automated scoring of essays and the lessons learned along the way,\u00a0<\/span><a href=\"http:\/\/vikparuchuri.com\/blog\/on-the-automated-scoring-of-essays\/\">vicparachuri.com<\/a><span>, \u00a0July 31<\/span>","rendered":"<p><a href=\"http:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2015\/01\/Wei-large-line.jpg\"><img loading=\"lazy\" decoding=\"async\" src=\"http:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2015\/01\/Wei-large-line.jpg\" alt=\"Print\" width=\"465\" height=\"16\" class=\"aligncenter wp-image-1668\" srcset=\"https:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2015\/01\/Wei-large-line.jpg 755w, https:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2015\/01\/Wei-large-line-300x10.jpg 300w, https:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2015\/01\/Wei-large-line-65x2.jpg 65w, https:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2015\/01\/Wei-large-line-225x8.jpg 225w, https:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2015\/01\/Wei-large-line-350x12.jpg 350w\" sizes=\"auto, (max-width: 465px) 100vw, 465px\" \/><\/a><\/p>\n<figure id=\"attachment_3471\" aria-describedby=\"caption-attachment-3471\" style=\"width: 456px\" class=\"wp-caption aligncenter\"><a href=\"http:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2015\/04\/assessment2.jpg\"><img loading=\"lazy\" decoding=\"async\" src=\"http:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2015\/04\/assessment2.jpg\" alt=\"Figure A.8 Assessment\" width=\"456\" height=\"421\" class=\"wp-image-3471\" srcset=\"https:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2015\/04\/assessment2.jpg 322w, https:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2015\/04\/assessment2-300x277.jpg 300w, https:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2015\/04\/assessment2-65x60.jpg 65w, https:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2015\/04\/assessment2-225x208.jpg 225w\" sizes=\"auto, (max-width: 456px) 100vw, 456px\" \/><\/a><figcaption id=\"caption-attachment-3471\" class=\"wp-caption-text\">Figure A.8 Assessment<\/figcaption><\/figure>\n<p><a href=\"http:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2015\/01\/Wei-2.jpg\"><img loading=\"lazy\" decoding=\"async\" src=\"http:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2015\/01\/Wei-2.jpg\" alt=\"Print\" width=\"465\" height=\"8\" class=\"aligncenter wp-image-1580\" srcset=\"https:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2015\/01\/Wei-2.jpg 755w, https:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2015\/01\/Wei-2-300x5.jpg 300w, https:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2015\/01\/Wei-2-65x1.jpg 65w, https:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2015\/01\/Wei-2-225x4.jpg 225w, https:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2015\/01\/Wei-2-350x6.jpg 350w\" sizes=\"auto, (max-width: 465px) 100vw, 465px\" \/><\/a><\/p>\n<blockquote><p><em>&#8216;I was struck by the way assessment always came at the end, not only in the unit of work but also in teachers&#8217; planning&#8230;.Assessment was almost an afterthought&#8230;<\/em><\/p>\n<p><em>Teachers&#8230;are being caught between competing purposes of &#8230;assessment and are often confused and frustrated by the difficulties that they experience as they try to reconcile the demands.&#8217;<\/em><\/p><\/blockquote>\n<p style=\"text-align: right\">Earle, 2003<\/p>\n<h2>A.8.1 Learner assessment in a digital age<\/h2>\n<p>Because assessment is a huge topic, it is important to be clear that the purpose of this section is:<\/p>\n<p style=\"padding-left: 30px\">(a) to look at one of the components that constitute an effective and comprehensive learning environment, and;<\/p>\n<p style=\"padding-left: 30px\">(b) briefly to examine the extent to which assessment is or should be changing in a digital age.<\/p>\n<p>Assessment again is discussed throughout the book, but particularly in:<\/p>\n<ul>\n<li>S<a href=\"http:\/\/opentextbc.ca\/teachinginadigitalage\/chapter\/scenario-a-stats-lecturer-fights-the-system\/\">cenario D<\/a><\/li>\n<li><a href=\"http:\/\/opentextbc.ca\/teachinginadigitalage\/chapter\/section-7-5-strengths-and-weaknesses-of-moocs\/\">Chapter 5, Section 4<\/a><\/li>\n<li><a href=\"towards a paradigm shift?\">Chapter 10, Section 4<\/a><\/li>\n<li><a href=\"http:\/\/opentextbc.ca\/teachinginadigitalage\/chapter\/11-step-nine-evaluate-and-innovate\/\">Chapter 11, Section 11<\/a>.<\/li>\n<\/ul>\n<p>However, assessment requires a section on its own.\u00a0Probably nothing drives the\u00a0behaviour of students more than\u00a0how they will be assessed. Not all students are instrumental in their learning, but given the competing pressures on students&#8217; time in a digital age, most &#8216;successful&#8217; learners focus on what will be examined and how they can most effectively (which means for students in as little time as possible) meet the assessment requirements. Therefore decisions about methods of assessment will in most contexts be fundamental to building an effective learning environment.<\/p>\n<h2>A.8.2 The purpose of assessment<\/h2>\n<p>There are many different reasons for assessing learners. It is important to be clear about the purpose of the assessment, because it is unlikely that one single assessment instrument will meet all assessment needs. Here are some reasons (you can probably think of many more):<\/p>\n<ul>\n<li>to improve and extend students&#8217; learning;<\/li>\n<li>to assess students&#8217; knowledge and competence in terms of desired learning goals or outcomes;<\/li>\n<li>to provide the teacher\/instructor with feedback on the effectiveness of their teaching and how it might be improved;<\/li>\n<li>to provide information for employers about what the student knows and\/or can do;<\/li>\n<li>to\u00a0filter students for\u00a0further study, jobs or professional advancement;<\/li>\n<li>for institutional accountability and\/or financial purposes.<\/li>\n<\/ul>\n<p>I have deliberately ordered these in importance for creating an effective learning environment.<\/p>\n<h2>A.8.3 Methods\u00a0of assessment<\/h2>\n<p>The form the assessment takes, as well as the purpose, will be influenced by the instructors&#8217; or examiners&#8217; underlying epistemology: what they believe constitutes knowledge, and therefore how students need to demonstrate their knowledge. The form of assessment should also be influenced by the knowledge and skills that students need in a digital age, which means focusing as much on assessing skills as knowledge of content. Thus\u00a0continuous or formative assessment will be as important as summative or &#8216;end-of-course&#8217; assessment.<\/p>\n<p>There is a wide range of possible assessment methods. I have selected just a few to illustrate how technology can change the way we assess learners in ways that are relevant to a digital age:<\/p>\n<h3 style=\"text-align: left\">A.8.3.1 No assessment<\/h3>\n<p>A\u00a0question to be considered is whether there is a\u00a0<em>need<\/em>\u00a0for assessment of learning in the first place. There may be contexts, such as a community\u00a0of practice, where learning is informal, and the learners themselves decide what they wish to learn, and whether they are satisfied with what they have learned. In other cases, learners may not want or need to be formally evaluated or graded, but do want or need feedback on how they are doing with their learning. &#8216;Do I really understand this?&#8217; or &#8216;How am I doing compared to other learners?&#8217;<\/p>\n<p>However, even in these contexts, some informal methods of assessment by experts, specialists or more experienced participants could help other participants extend their learning by providing feedback and indicating the level of competence or understanding that a participant has achieved or has yet to accomplish. Lastly, students themselves can extend their learning by participating in both self-assessment and peer assessment, preferably with guidance and monitoring from a more knowledgeable or skilled instructor.<\/p>\n<h3 style=\"text-align: left\">A.8.3.2 Computer-based multiple-choice tests<\/h3>\n<p>This method is good for testing &#8216;objective&#8217; knowledge of facts, ideas, principles, laws, and quantitative procedures in mathematics, science and engineering etc.,\u00a0and are cost-effective for these purposes. This form of testing though\u00a0tends to be limited for\u00a0assessing\u00a0high-level intellectual skills, such as complex problem-solving, creativity, and evaluation, and therefore less likely to be useful for developing or assessing many of the skills needed in a digital age.<\/p>\n<h3 style=\"text-align: left\">A.8.3.3 Written essays or short answers<\/h3>\n<p>This method is good for assessing\u00a0comprehension and some of the more advanced intellectual skills, such as critical thinking, but it\u00a0is\u00a0labour intensive, open to subjectivity, and not good for assessing practical skills. Experiments are taking place with automated essay marking, using developments in artificial intelligence, but so far automated essay marking still struggles to\u00a0identify valid\u00a0semantic meaning (for balanced\u00a0and more detailed\u00a0accounts of the current state of machine grading, see\u00a0<a href=\"http:\/\/mfeldstein.com\/si-ways-the-edx-announcement-gets-automated-essay-grading-wrong\/\">Mayfield, 2013\u00a0<\/a>and\u00a0<a href=\"http:\/\/vikparuchuri.com\/blog\/on-the-automated-scoring-of-essays\/\">Parachuri, 2013<\/a>).<\/p>\n<h3 style=\"text-align: left\">A.8.3.4 Project work<\/h3>\n<p>Project work encourages the development of authentic skills that require understanding of content, knowledge management, problem-solving, collaborative learning, evaluation, creativity and practical outcomes. Designing\u00a0valid and practical project work needs a high level of skill and imagination from the instructor.<\/p>\n<h3 style=\"text-align: left\">A.8.3.5 e-Portfolios\u00a0(an online compendium of student work)<\/h3>\n<p>E-portfolios enable self-assessment through reflection, knowledge management, recording\u00a0and evaluation of learning activities, such as teaching or nursing practice, and\u00a0recording of an individual&#8217;s contribution to project work (as an example, see \u00a0<a href=\"http:\/\/contactnorth.ca\/pockets-innovation\/documenting-learning-using-e-portfolios-visual-arts-and-built-environment\">the use of e-portfolios in Visual Arts and Built Environment at the University of Windsor.<\/a>); e-portfolios are usually self-managed by the learner but can be made available or adapted for formal assessment purposes or job interviews.<\/p>\n<h3 style=\"text-align: left\">A.8.3.6 Simulations, educational games (usually online)\u00a0and virtual worlds<\/h3>\n<p>These facilitate the\u00a0practice of skills, such as<\/p>\n<ul>\n<li>complex and real time decision-making,<\/li>\n<li>operation of (simulated or remote) complex equipment,<\/li>\n<li>the development of safety procedures and awareness,<\/li>\n<li>risk taking and decision-making\u00a0in a safe environment, activities that require a\u00a0combination of manual and cognitive skills (see\u00a0<a href=\"http:\/\/contactnorth.ca\/pockets-innovation\/border-simulation\">the training of Canadian Border Service officers at Loyalist College, Ontario)<\/a>.<\/li>\n<\/ul>\n<p><a href=\"http:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2015\/01\/Wei-large-line.jpg\"><img loading=\"lazy\" decoding=\"async\" src=\"http:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2015\/01\/Wei-large-line.jpg\" alt=\"Print\" width=\"465\" height=\"16\" class=\"aligncenter wp-image-1668\" srcset=\"https:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2015\/01\/Wei-large-line.jpg 755w, https:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2015\/01\/Wei-large-line-300x10.jpg 300w, https:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2015\/01\/Wei-large-line-65x2.jpg 65w, https:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2015\/01\/Wei-large-line-225x8.jpg 225w, https:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2015\/01\/Wei-large-line-350x12.jpg 350w\" sizes=\"auto, (max-width: 465px) 100vw, 465px\" \/><\/a><\/p>\n<figure id=\"attachment_465\" aria-describedby=\"caption-attachment-465\" style=\"width: 459px\" class=\"wp-caption aligncenter\"><a href=\"http:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2014\/08\/Border-station-Loyalist-2.jpg\"><img loading=\"lazy\" decoding=\"async\" src=\"http:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2014\/08\/Border-station-Loyalist-2.jpg\" alt=\"Figure A.5.3.5 Virtual world border crossing, Loyalist College, Ontario\" width=\"459\" height=\"340\" class=\"wp-image-465\" srcset=\"https:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2014\/08\/Border-station-Loyalist-2.jpg 359w, https:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2014\/08\/Border-station-Loyalist-2-300x221.jpg 300w, https:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2014\/08\/Border-station-Loyalist-2-65x47.jpg 65w, https:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2014\/08\/Border-station-Loyalist-2-225x166.jpg 225w, https:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2014\/08\/Border-station-Loyalist-2-350x258.jpg 350w\" sizes=\"auto, (max-width: 459px) 100vw, 459px\" \/><\/a><figcaption id=\"caption-attachment-465\" class=\"wp-caption-text\">Figure A.8.3.6 Virtual world border crossing, Loyalist College, Ontario<\/figcaption><\/figure>\n<p><a href=\"http:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2015\/01\/Wei-2.jpg\"><img loading=\"lazy\" decoding=\"async\" src=\"http:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2015\/01\/Wei-2.jpg\" alt=\"Print\" width=\"465\" height=\"8\" class=\"aligncenter wp-image-1580\" srcset=\"https:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2015\/01\/Wei-2.jpg 755w, https:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2015\/01\/Wei-2-300x5.jpg 300w, https:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2015\/01\/Wei-2-65x1.jpg 65w, https:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2015\/01\/Wei-2-225x4.jpg 225w, https:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2015\/01\/Wei-2-350x6.jpg 350w\" sizes=\"auto, (max-width: 465px) 100vw, 465px\" \/><\/a><\/p>\n<p>These methods are currently expensive to develop, but cost-effective with multiple use, where they\u00a0replace the use of extremely expensive equipment, where operational activities cannot be halted for training purposes, or where available as open educational resources.<\/p>\n<p>It can be seen that some of these assessment methods are both formative, in helping students to develop and increase their competence and knowledge, as well as summative, in assessing knowledge and skill levels at the end of a course or program. In a digital age, assessment and teaching tends to become even more closely integrated and contiguous.<\/p>\n<h2>A.8.4 In conclusion<\/h2>\n<p>Nothing is likely to drive student learning more than the method of assessment. At the same time,\u00a0assessment methods are rapidly changing and are likely to continue to change. Assessment in terms of skills development needs to be both ongoing and continuous as well as summative. There is an increasing range of digitally based tools that can enrich the quality and range of student assessment.\u00a0Therefore the choice of assessment methods,\u00a0and their relevance to other components, are vital elements of any effective learning environment.<\/p>\n<div class=\"bcc-box bcc-info\">\n<h3 itemprop=\"educationalUse\">Activity A. 8\u00a0What assessments work in a digital age?<\/h3>\n<ul>\n<li>are there other methods of assessment relevant to a digital age that I should have included?<\/li>\n<li>there is still a heavy reliance on computer-based multiple-choice tests in much teaching, mainly for cost reasons. However, although there are exceptions, I would argue in general that these really don&#8217;t assess the high level conceptual skills needed in a digital age. Do you agree?<\/li>\n<li>Are there other methods that are equally as economical, particularly in terms of\u00a0instructor time, that are more suitable for assessment in a digital age? For instance, do you think automated essay grading is a viable alternative?<\/li>\n<li>would it be helpful to\u00a0think about assessment right at the start of course planning, rather than at the end? Is this feasible?<\/li>\n<li>in Scenario E, &#8216;Developing historical thinking&#8217;, did the instructor use assessment to help develop and assess the skills needed in a digital age in an effective manner? If so, how and if not, why not?<\/li>\n<\/ul>\n<\/div>\n<h2>References<\/h2>\n<p><span>Earle, L. (2003)\u00a0<\/span><em>Assessment as Learning<\/em><span>\u00a0Thousand Oaks CA: Corwin Press<\/span><\/p>\n<p><span>Mayfield, E. (2013) Six ways the edX Announcement Gets Automated Essay Grading Wrong,\u00a0<\/span><a href=\"http:\/\/mfeldstein.com\/si-ways-the-edx-announcement-gets-automated-essay-grading-wrong\/\">e-Literate<\/a><span>, April 8<\/span><\/p>\n<p><span>Parachuri, V. (2013) On the automated scoring of essays and the lessons learned along the way,\u00a0<\/span><a href=\"http:\/\/vikparuchuri.com\/blog\/on-the-automated-scoring-of-essays\/\">vicparachuri.com<\/a><span>, \u00a0July 31<\/span><\/p>\n","protected":false},"author":30,"menu_order":8,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-698","chapter","type-chapter","status-publish","hentry"],"part":670,"_links":{"self":[{"href":"https:\/\/opentextbc.ca\/teachinginadigitalage\/wp-json\/pressbooks\/v2\/chapters\/698","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/opentextbc.ca\/teachinginadigitalage\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/opentextbc.ca\/teachinginadigitalage\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/opentextbc.ca\/teachinginadigitalage\/wp-json\/wp\/v2\/users\/30"}],"version-history":[{"count":17,"href":"https:\/\/opentextbc.ca\/teachinginadigitalage\/wp-json\/pressbooks\/v2\/chapters\/698\/revisions"}],"predecessor-version":[{"id":4041,"href":"https:\/\/opentextbc.ca\/teachinginadigitalage\/wp-json\/pressbooks\/v2\/chapters\/698\/revisions\/4041"}],"part":[{"href":"https:\/\/opentextbc.ca\/teachinginadigitalage\/wp-json\/pressbooks\/v2\/parts\/670"}],"metadata":[{"href":"https:\/\/opentextbc.ca\/teachinginadigitalage\/wp-json\/pressbooks\/v2\/chapters\/698\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/opentextbc.ca\/teachinginadigitalage\/wp-json\/wp\/v2\/media?parent=698"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/opentextbc.ca\/teachinginadigitalage\/wp-json\/pressbooks\/v2\/chapter-type?post=698"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/opentextbc.ca\/teachinginadigitalage\/wp-json\/wp\/v2\/contributor?post=698"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/opentextbc.ca\/teachinginadigitalage\/wp-json\/wp\/v2\/license?post=698"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}