‘Look Who’s Talking’ December 7, 2013Posted by IaninSheffield in Teaching Idea.
Tags: achievement, assessment, badges, podcast
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This academic year an idea I had was introduced into our Enrichment programme. It’s an additional slot in our Y12 curriculum which provides an opportunity to explore an optional area of interest beyond the formal curriculum and extend your skills and expertise. At the core of my project, students produce podcasts centred on interviews with other people; their peers, other members of the school community, visitors to school and hopefully people from the wider world. There are two sides to this, the intention being that the students will develop technical skills in the creation of the podcasts and the blog posts through which they’re published, and soft skills surrounding the art of interviewing. As we near the end of the first term, we’ve explored different areas and created several podcasts under the name the group chose – ‘Look Who’s Talking‘ (perhaps I should be blogging our progress?). During a recent session however, I turned the microphone around and asked them a few questions.
I was interested in how we measure and record progress and achievement and how individuals publish that to the outside world. At age 16, is a bunch of categoric grades on a limited scale a good enough reflection of what we’re worth? Here are the slides which acted as prompts during the discussion, and here’s what the students thought:
It was my hope that we’d cover areas in which technology can provide a lead like Open Badges and e-portfolios, two areas in which I have an interest, but although we didn’t get that far, we did cover:
- Critiquing the progress tracking sheet I used to record the activities they’d undertaken.
- Monitoring sheets which provide a snapshot of current performance, but lack depth
- Annual reports which provide deeper comment, although they have flaws and still fail to provide a full picture and constructive criticism
- Audiences beyond school like potential employers, wider family circle, admissions tutors.
- The three elements which make up the information provided: grades (and how the tests that produce them have limitations), effort and progress.
- We need to be able to provide evidence of our experiences and skills.
- Other mechanisms for recognising achievement or capability (in music, sport etc), Which also come with their advantages and disadvantages. Credibility, currency, validity and the capability to discriminate.
I guess where I wanted to go was, would Open Badges be seen as a useful way of credentialing their participation in the Enrichment programme. Would they have value for them in this programme or other areas which have no formal mechanism through which participation and achievements are recorded and published. But in trying to set the scene by talking about the systems we currently have, unfortunately I clearly tried to cover too much ground. So to move us forward, rather than me outlining what these systems might offer, perhaps the team could interview someone else and find out for themselves? Hmmmm….
eAssessment Scotland 2012 August 31, 2012Posted by IaninSheffield in CPD, research.
Tags: #eAS12, assessment, conference
It’s a different way to spend one of your days of annual leave, but since it was the school holidays and I wouldn’t have to seek permission to be absent, I took the opportunity to attend the ‘live’ element of the eAssessment Scotland 2012 Conference. I have to confess the cost was a major factor in attracting me (free!), though the opportunity to come north of the border and visit Dundee, a city with which I have little familiarity were also strong draws.
The day consisted of a series of keynotes and optional seminars/workshops so the programme I enjoyed looked like:
- Keynote from Prof David Boud (Uni. of Technology, Sydney), on New Conceptions of Feedback
- Seminar from a team at Edinburgh Napier Uni., on online assessments to support progression in professional practice
- Seminar from Colin Maxwell (Carnegie College) on the challenge that MOOCs might be offering
- Keynote from Russell Stannard (Warwick Uni.) on changing the way we provide feedback
- Seminar from Dr Sue Timms (Bristol Uni.) outlining research into factors affecting transformation of assessment and feedback mechanisms
- Seminar from Cherry Hopton and students (Angus College) on socialising assessment
- Keynote from Cristina Costa (Salford Uni.) on the role of the participatory Web in providing feedback
The delegate list was dominated by colleagues from the tertiary sector, so I was slightly worried I’d turned up to a formal dinner wearing a batman costume. Though the content leaned towards tertiary, it was more than possible to find relevance for the findings and observations from that particular context in my own experiences in secondary. There are after all some universals and it is those general principles that I’ll outline from here.
Though the event sponsors were largely companies providing products which offer technological solutions or support for assessment, I felt the ‘e’ that headed the conference title was small both in actuality and in its intrusion into the main theme of the conference. The focus was clearly on assessment and more especially (if you look at the three keynotes) on formative assessment processes. As Sue Timms’ findings showed, assessment is a rather ornery beast, not keen on being pulled in another direction. When you couple that with technological enhancements, you’re in some ways doubling the factors which some might use to resist any form of transformation, rather than potentially making life easier or more importantly, learning more effective. We saw plenty of examples of new ways in which assessment can be enabled, enhanced or extended through the use of technology. Though we also saw people in organisations (Napier & Angus) who had the freedom to change their assessment regimes in such a way as to provide positive experiences for their learners, it is here where the major problem pops up for me. In the secondary sector, the major influence on assessment strategies is the examination system. High-stakes, summative, largely externally assessed, behind closed doors and most importantly of all, entangled with accountability, of schools and the teachers within them. In the minds of the majority who work under those constraints, there is neither room, nor incentive for innovative or transformative forms of assessment. It will come as no surprise that there is also a minority who experiment with interesting alternative forms of assessment and are often also those experimenting with new technologies. It’s not that ‘e’ and assessment go together (though in the context of the conference, they clearly do!), it’s more that the educators for whom these things are important are the ‘tinkerers’ and explorers who want to know if there is anything better out there. They’re open to new ideas, enjoy a challenge and are prepared to fly in the face of convention. If the progress many of them are achieving is to gain wider acceptance, I feel that the constraints the ‘system’ is imposing (whether actual or perceived) need loosening so the actors in this arena feel empowered to explore more progressive assessment techniques. Sadly, that politicians of whatever hue continue to use data from traditional assessments as their weapon of choice doubtless means that progress will be … steady.
(For ‘steady’ read glacial!)
On a separate issue, it was great to hook up with friends from north of the border, Colin Maxwell, David Noble & John Johnston and also to hear about Doug Belshaw’s new exploits.
As well as the quality, feel the WIDTH … August 21, 2011Posted by IaninSheffield in Inspiration, Musings.
Tags: assessment, Curriculum, gaming, ict, self-evaluation, self-study
For some while now I’ve felt that the ICT many students in school are exposed to, struggles to represent the ICT those students experience in their everyday lives, nor that with which they might need to become comfortable and facile as they move into higher education, work or adulthood. In school they seem to learn about and with the usual industry-standard applications, yet occupy a
world where Internet connectivity and mobile devices provide access to untold riches across a range of applications to support their work, learning and play. But our schemes of work (and the specifications which drive them?) seem to limit and restrict, rather than liberate. Given the formal nature of our assessment systems and the need to obtain nationally recognised qualifications, perhaps that’s hardly surprising.
I’ve been mulling over for some while now the means by which we might extend the range of ICT opportunities we provide for our learners. To offer chances beyond the formal system … which by its very nature struggles to respond to the rapidly developing environment that is ICT. But how?
There were certain factors which I felt were important to incorporate:
- Participation by students should be voluntary.
- It should work alongside and with our current ICT provision, yet not impact on the workload of the colleagues teaching it. Consequently this would likely need to be some form of supported self-study (with some element of self-evaluation?).
- The areas covered should explore new tools and the new affordances they bring.
- The architecture should be extensible in the sense that new ‘modules’ can be added as needed to further extend and enhance provision.
- Tasks undertaken should link with other areas of the students’ studies, providing authentic opportunities to develop skills.
- There may be lessons to learn from the principles of gaming, both in providing motivation to participate, degree of challenge and monitoring and rewarding progress.
- The facility to develop communities of practice should be an integral aspect, so that students support (and assess?) each other.
Now let’s consider Jenny, a Y9 (14 yr old) student who has been set a homework task by a teacher. The class have been working on a group activity over the past few lessons and the teacher wants them to summarise and present their findings … they’re often asked to do this in different subjects. Sometimes they get a choice of which medium they use, digital or not and sometimes they’re told to do it in a certain way. Jenny can produce a PowerPoint presentation standing on her head; she’s been developing her skills since Y5. So have the rest of her group. But they always struggle when it come to dividing the labour; should they all work on different slides then bring them together. Or should they take different roles, someone collecting imagery, someone else writing the text and someone else editing it all together? What’s more, they’ve not yet mastered the techniques which the PP platform offers for team working and collaboration (well, that’s not in any of the schemes of work so they wouldn’t have). Perhaps there’s an alternative technology which might set their presentation apart from the others, or one which offers greater potential for collaboration, synchronous or otherwise.
It’s to provide support for this kind of situation that I want to work on. Provide an environment from which students can extend their learning of ICT skills beyond that which they normally encounter. Somewhere they might go to address a shortcoming they might have or even just out of interest and curiosity … or even maybe just for fun!
Lots of thinking still to do so any thoughts you have, do please drop them in the comments. Am I just being fanciful?