Key note address by Kenji Lamb (Dirctor of Soffed) at an online e-assessment conference held from the 4th to the 6th of December 2012.
Using his extensive teaching background, Kenji Lamb demonstrated how e-assessment has evolved over decades. He talked about the early days (2002) at a Japanese distance-based language school when he used to deliver telephone lessons, then web-based and online teaching. He also talked about PhonePass which he used for 10 minute summative tests. The students would phone up a number and then asked questions which they answer over the phone and get accurate scores. PhonePass has since been renamed to Versant which can be seen at this website: http://www.versanttest.com/.
Another system he talked about was the Ginganet (NOVA) which (10 years ago) delivered lessons to TVs in homes as web conferencing via ISDN. The lessons were accessible 24/7 and group lessons could be conducted at a ratio of 1 teacher to 3 students. Delivery of tests via phones was also mentioned. MCQs were enhanced with audio and images.
Kenji then went on to discuss new approaches to the delivery of learning and assessments.
Geoffrey Crisp’s work on Transforming Assessment was applauded for separating the action (of working out the answer) from the assessment: http://www.transformingassessment.com. An example given was the use of Excel to work out a maths or finance, etc. question and then selecting the answer from MCQ. A link to the excel worksheet would be given with the question.
Various tools can be used to provide video feedback:
Camstudio – an open source screen recording tool used to record all screen and audio activity on a computer outputting standard AVI audio files
http: http://camtasia.org/; http://www.techsmith.com/
** It was advised to limit feedback to 3 minutes.
For more information about video feedback, have a read at: http://www.bioscience.heacademy.ac.uk/resources/projects/merry.aspx – Article entitled: Does providing academic feedback to students via mp3 audio files enhance learning?
Certainty-Based Marking (CBM)
Tony Gardner Medwin’s implementation of a certainty-based marking edition is a simple yet effective way to encourage learners to consider their answers more carefully by posing the simple question – ‘how certain are you?’ The London Agreed Protocol for Teaching (LAPT) uses CBM in the presentation of learning resources http://www.ucl.ac.uk/lapt/.
Negative marking is applied, thus one loses marks for being certain of a wrong answer. No marks are awarded for ‘not quite’ and ‘wrong’ answers.
PeerWise (Assessment for/by students)
– Free platform that supports students in the creation, sharing, evaluation and discussion of assessment questions.
– Creates online repository of MCQs that are created, answered and discussed by students.
A number of renowned universities e.g. The Nottingham University, Oxford University and UCL already use PeerWise and as such we can consider it for the future.
Other new approaches
- QR codes