eAssessment Program 2012
Advancing Practice Video Series
Video 1: What is e-assessment?
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This video was produced for the Queensland VET Development Centre
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Logo of Queensland VET Development Centre
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An introduction to eAssessment.
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Logo of eAssessment Program.
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Not sure what eAssessment is?
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The word eAssessment appears as does a stick figure contemplating it.
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Stick figure in a surprised stance.
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Consider all the steps involved in assessment and think about how you might already include technology in the process.
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First, there is planning.
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Word planning appears large in foreground, them zooms back to its place on the eAssessment Continuum arrow.
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Computers and the internet play a huge role in helping us plan.
We share documents via intranet or other collaborative space, use discussion forums and might have a web conference to tap into outside expertise.
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A stick figure is sitting with a laptop. Two other stick figures having a chat appear. A fourth stick figure appears with a Bluetooth headset.
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Evidence. The next step in the assessment process is gathering quality evidence.
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The word evidence appears large in the foreground, and then zooms back to its place on the eAssessment Continuum arrow.
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Although text-based assessments have their place – visual evidence, social and collaborative assessment, audio assessments and simulations - can provide learners with engaging, authentic options to apply and demonstrate skills and knowledge.
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Stick figure with mobile phone taking a photo (to represent visual evidence). Stick figures in a group, two looking at a plan (to represent social and collaborative
assessment). Stick figure with a microphone (to represent audio assessments). Stick figures play acting (to represent simulations).
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Supporting candidates is the next point along the assessment continuum.
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The word support appears large in the foreground, and then zooms back to its place on the eAssessment Continuum arrow.
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And it’s important to remember that being available for support doesn’t have to mean mothering or smothering.
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Stick figure feeding baby stick figure in a high chair. A red X appears over the scene.
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Virtual classrooms, learning management systems and even the humble email – still the most popular thing to do on the net – provide communications options for you and your learners to stay in touch.
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Screen shots of virtual classrooms, a Moodle site, another LMS. Stick figure sending an email appears of the top of them.
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Making the assessment decision and providing feedback can leverage a wide range of tools such as:
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The word decision appears large in the foreground, and then zooms back to its place on the eAssessment Continuum arrow.
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Social media sites where students can upload images, presentations or videos.
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Text on screen reads – SlideShare, YouTube
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Text on screen reads – Google Sites, Wordpress.com, MediaWiki
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Online submission tools found in learning management system -
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Screen shot from the Moodle submit assessment page.
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And simulations, which can range from branched learning activities within a learning management system -
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Stick figure with a laptop. Voice cloud from laptop with text – "What should Bruce do next?"
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To virtual worlds where an environment, system or complex structure is created for interactions and role-plays to occur.
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Screen shot of virtual world scene zooms out of monitor and fills screen.
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The words record and report appear large in the foreground, and then zoom back to their place on the eAssessment Continuum arrow.
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Learning management and student management systems and databases make recording and reporting assessment much easier -
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Stick figure hunting through messy file cabinet. Red X appears. Stick figure with a laptop appears.
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And better records make reviewing easier as well.
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eAssessment Continuum arrow diagram appears. All points of the Continuum are now on the arrow. The arrow indicates from left to right with each of the mentioned points listed from left to right: Plan assessment; Gather quality evidence; Support candidate; Make the assessment decision; Provide feedback; Record and report the assessment decision; Review the assessment process.
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In a national survey done in 2012, 99 per cent of VET learners surveyed reported using computers at home, at work or both -
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Stick figures pop on screen one by one. Statics source: E-learning benchmarking survey, 2010.
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So it's no surprise that 90 per cent of learners want at least some e-learning in their training regime.
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The stick figures on the screen multiply in number.
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But as we explore the use of technology in assessment, our focus isn't going to be on the technology itself.
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The screen is full of stick figures.
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After all - do you e-bank? e-shop? e-chat? Or is your focus on banking, shopping and/or chatting rather than the tools that make these activities possible?
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Figures fade back. The words - e-bank, e-shop, e-chat appear on the screen. When the question is posed, the e- prefix in front of each word disappears.
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So as we look at the various ways assessment can be carried out, we're going to do so with a focus on how the technology can be used to support Authentic
Assessment.
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Authentic assessment is part of the learning process. It involved looking at if and how learners create solutions to real-world, messy problems rather than focussing on their abilities to reproduce information on command.
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Text on screen - Authentic assessment. On the left side of the screen is a big green tick mark with stick figures building something together while a figure with a clipboard watches. On the right side of the screen is a big red cross mark with a stick figure at a desk with its head down, writing and another stick figure with a stop watch.
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The concept of Authentic Assessment underlies both the Principles of Assessment and Rules of Evidence that assessors must follow. Authentic Assessments that are created to be fair, flexible, reliable and valid by nature demand evidence that is valid, authentic, current and sufficient.
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Text on screen lists the Principles of Assessment - Fair, Flexible, Reliable. Text on screen lists the Rule of Evidence - Valid, Authentic, Current, Sufficient.
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After all, when was the last time in the course of you work that you were faced with a clear-cut problem with only one well-defined solutions?
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Text on screen reads - Clear cut problem/solution occurrence? A: Never B: Are you kidding? C: Both A and B
Stick figure at desk from previous scene, with head on hand facing forward, other arm bent with pencil in hand, hand on hip.
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This video is the first in the Queensland VET Development Centre's eAssessment Advancing Practice video series. The others are: Text-based evidence; Social and collaborative evidence; Audio evidence; Visual evidence and Simulations
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Logo of the eAssessment Program. A list of the eAssessment Advancing Practice series: Text-based evidence; Social and collaborative evidence; Audio evidence; Visual evidence and Simulations
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To get the most out of your learning experience, explore the website located at evet.qld.gov.au. There you will be able to: Share your insights and questions with other learners in the discussion area; watch the other advancing practice videos and their related case studies; and download the related fact sheets.
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Text on screen: website address evet.qld.edu.au
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