Technology for assessment
I follow a few blogs. Education with Technology is sometimes a bit heavy-weight for me but I enjoy reading it and it helps me focus on my own ‘what-why-how’ questions when I’m evaluating elearning. I replied to a post about the value of e-assessments which rasied a question that always lingers with me - can e-assessment get beyond surface learning?
“Assessment of surface level learning is still useful and what technology helps to do is enliven this and make the marking/feedback process more efficient - hopefully leaving more time for both the teacher and the student to concentrate on deeper learning. Bloom’s taxonomy still has a bottom to it! So, yes, I do still use simple quizzes and and practice exercises (www.insidethemusic.co.uk).
But I have also found technology can help enliven and streamline deeper learning where more analysis and synthesis is required. Technology is used to present the subject matter more appropriately and used to capture students’ own creative work (audio and video) for peer, self and formal assessment. These examples are in our college Moodle area. ePortfolios have also made a positive impact on learning - students like the reliability, ease of use/storage, caring and sharing (social/community) and the way an ePortfolio can be built up gradually wth regular interim feedback.
I remember in my early days of playing with learning technologies I put a lot of effort into simple exercises (www.insidethemusic.co.uk) then had to admit to myself that getting excited about this as a learning experience was a bit like teaching English and never getting further than spelling and grammar.”
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