How to use ICT for the Assessment of Key Competences

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Thematic Working Group on the Assessment of Key Competence, Brussels, 27-28 October 2011 1 Joint Research Centre (JRC) How to use ICT for the Assessment of Key

1 Thematic Working Group on the Assessment of Key Competence, Brussels, October Joint Research Centre (JRC) How to use ICT for the Assessment of Key Competences Christine Redecker & Yves Punie IPTS - Institute for Prospective Technological Studies Seville - Spain

Institute for Prospective Technological Studies Thematic Working Group on the Assessment of Key Competences, Brussels, 27-28 October 2011 2 IPTS: Part of Joint Research Centre of the EC: 7 Research

2 Institute for Prospective Technological Studies Thematic Working Group on the Assessment of Key Competences, Brussels, October IPTS: Part of Joint Research Centre of the EC: 7 Research Institutes across Europe Mission: to provide customerdriven support to the EU policymaking process by developing science-based responses to policy challenges that have both a socioeconomic as well as a scientific/technological dimension

3 IPTS Studies on ICT for Learning Thematic Working Group on the Assessment of Key Competences, Brussels, October Future Learning Spaces in 2020 elearning in the EU10 MS Review ICT Impact - Digital Competence - Active Ageing & Learning Learning 2.0 in formal E&T Learning 2.0 in informal settings Creativity & Innovation in schools in EU The Future of Learning Tell-Net Teacher Networking Digital Competence ICT for the Assessment of Key Competences

4 Current eassessment Strategies Thematic Working Group on the Assessment of Key Competences, Brussels, October Efficient Testing Personalised Learning Generation 1 Automated Adaptive Testing administration and/or scoring of conventional tests Multiple Choice Short Answer Generation 2 Data Mining & Analysis Behavioural tracking Automated Feedback Intelligent Tutors Generation 3 Continuous integrated assessment Generation 4 Personalised feedback and tutoring Replication of complex real life situations within a test Generation Re-invention Transformative testing: use technology to change test formats Virtual laboratories Simulations Games Virtual Worlds Online collaboration Learning 2.0 Peer assessment Collaborative multimedia learning environments Computer-Based Assessment (CBA) Technology-Enhanced learning

Current use of ICT in assessment in schools Thematic Working Group on the Assessment of Key Competences, Brussels, 27-28 October 2011 5 There is scope for development Central recommendations on the

5 Current use of ICT in assessment in schools Thematic Working Group on the Assessment of Key Competences, Brussels, October There is scope for development Central recommendations on the use of ICT in pupil assessment in compulsory education in primary and general secondary education (ISCED 1, 2, 3), 2009/10 Source: Eurydice (2011). Key Data on Learning and Innovation through ICT at School in Europe 2011, Education, Audiovisual and Culture Executive Agency.

6 Key Questions Thematic Working Group on the Assessment of Key Competences, Brussels, October Which ICT tools, formats, environments, devices etc. are most suitable for the assessment of which Key Competences? 2. How can ICT be used to support competencebased assessment strategies that adequately capture the skills and attitudes dimensions of all eight Key Competences and their transversal nature?

7 Overview Thematic Working Group on the Assessment of Key Competences, Brussels, October F = Formative Assessment D = Diagnostic Assessment S = Summative Assessment ( ) = Potentially a viable option CBA Quizzes / simple games eportfolios Peer Assessment Self Assessment Virtual worlds/ games Simulations Intelligent Tutors 1 Communication in the mother tongue FDS FD F (FD) 2 Communication in foreign languages DS (FD) F (FD) 3a Mathematical competence DS FD (F) (FD) FDS FDS 3b Basic competences in science and technology S (F) FDS (F) 4 Digital competence S (FD) FDS 5 Learning to learn F (F) FDS 6 Social and civic competences D FD FDS 7 Sense of initiative and entrepreneurship DS FD FDS 8 Cultural awareness and expression (FD)

8 Focus Areas Thematic Working Group on the Assessment of Key Competences, Brussels, October F = Formative Assessment D = Diagnostic Assessment S = Summative Assessment ( ) = Potentially a viable option CBA Quizzes / simple games eportfolios Peer Assessment Self Assessment Virtual worlds/ games Simulations Intelligent Tutors 1 Communication in the mother tongue DS FD 2 Communication in foreign languages DS 3a Mathematical competence DS FD FDS FDS 3b Basic competences in science and technology FDS 4 Digital competence FDS 5 Learning to learn FDS 6 Social and civic competences 7 Sense of initiative and entrepreneurship 8 Cultural awareness and expression

9 Examples Thematic Working Group on the Assessment of Key Competences, Brussels, October PART 1 INSPIRATION

Mother Tongue Literacy 1 Thematic Working Group on the Assessment of Key Competences, Brussels, 27-28 October 2011 10 Communication in the mother

10 Mother Tongue Literacy 1 Thematic Working Group on the Assessment of Key Competences, Brussels, October Communication in the mother tongue CBA (DS) Quizzes / simple games (FD) eportfolios () Matching spoken and written language

Foreign language learning 2 Thematic Working Group on the Assessment of Key Competences, Brussels, 27-28 October 2011 11

11 Foreign language learning 2 Thematic Working Group on the Assessment of Key Competences, Brussels, October Communication in foreign languages CBA (DS) Quizzes / simple games (FD) eportfolios ()

Mathematical games 3a Thematic Working Group on the Assessment of Key Competences, Brussels, 27-28 October 2011 12 Mathematical competence CBA (DS) Quizzes / simple

12 Mathematical games 3a Thematic Working Group on the Assessment of Key Competences, Brussels, October Mathematical competence CBA (DS) Quizzes / simple games (FD) Simulations (FDS) Inteligent tutoring systems (FDS) Mathematical games using simulation for secondary school education Source:

Peer Assessment for Collaborative Work 5 Thematic Working Group on the Assessment of Key Competences, Brussels, 27-28

13 Peer Assessment for Collaborative Work 5 Thematic Working Group on the Assessment of Key Competences, Brussels, October Learning to Learn CBA (F) Peer Assessment () Self Assessment () Example: SparkPlus

14 eportfolios Thematic Working Group on the Assessment of Key Competences, Brussels, October Communication in the mother tongue CBA (DS) Quizzes / simple games (FD) eportfolios () 2 Communication in foreign languages CBA (DS) Quizzes / simple games (FD) eportfolios () 8 Cultural Awareness and expression eportfolios () Virtual worlds / games () Level 1 - eportfolio as Storage Collection: Creating the Digital Archive (regularly weekly/monthly) A Focus on Contents & Digital Conversion Level 2 - eportfolio as Workspace Collection + Reflection: Immediate Reflection on Learning & Artifacts in Collection (regularly) A Focus on Process & Documentation of Learning Level 3 - eportfolio as Showcase Selection/Reflection/Direction (each semester? End of year?) A Focus on Product & Documentation of Achievement A (formative/summative) assessment approach on the basis of artefacts Focus on production and reflection

eportfolios Thematic Working Group on the Assessment of Key Competences, Brussels, 27-28 October 2011 15 1 Communication in the mother tongue CBA (DS) Quizzes / simple games (FD) eportfolios () 2

15 eportfolios Thematic Working Group on the Assessment of Key Competences, Brussels, October Communication in the mother tongue CBA (DS) Quizzes / simple games (FD) eportfolios () 2 Communication in foreign languages CBA (DS) Quizzes / simple games (FD) eportfolios () 8 Cultural Awareness and expression eportfolios () Virtual worlds / games ()

A game approach to arts 8 Thematic Working Group on the Assessment of Key

eportfolios () Virtual worlds / games () http://pheon.org; http://pheon.

Pheon is a multimedia scavenger hunt that tests players ingenuity through

16 A game approach to arts 8 Thematic Working Group on the Assessment of Key Competences, Brussels, October Cultural Awareness and expression eportfolios () Virtual worlds / games () Pheon is a multimedia scavenger hunt that tests players ingenuity through exploring the collection of the Smithsonian American Art Museum, making objects, and texting through the galleries

competences in science and technology CBA (S) Virtual Worlds / games

17 Science: Molecular Workbench 3b Thematic Working Group on the Assessment of Key Competences, Brussels, October Basic competences in science and technology CBA (S) Virtual Worlds / games () Simulations (FDS)

Cognitive Tutor (Carnegie) 3a Thematic Working Group on the Assessment of Key Competences, Brussels, 27-28 October 2011 18 Mathematical competence

18 Cognitive Tutor (Carnegie) 3a Thematic Working Group on the Assessment of Key Competences, Brussels, October Mathematical competence CBA (DS) Quizzes / simple games (FD) Simulations (FDS) Inteligent tutoring systems (FDS) PrGlUz8&feature=related

Science: Quest Atlantis 3b Thematic Working Group on the Assessment of Key Competences, Brussels, 27-28 October 2011 19 Basic competences in science and technology CBA (S) Virtual Worlds / games ()

19 Science: Quest Atlantis 3b Thematic Working Group on the Assessment of Key Competences, Brussels, October Basic competences in science and technology CBA (S) Virtual Worlds / games () Simulations (FDS) Example: Quest Alantis Quest Atlantis (QA) is an international learning and teaching project that uses a 3D multi-user environment to immerse children, ages 9-16, in educational tasks. QA combines strategies used in the commercial gaming environment with lessons from educational research on learning and motivation.

Citizenship 6 Thematic Working Group on the Assessment of Key Competences, Brussels, 27-28 October 2011 20 Social and civic competences CBA (DS) Peer/Self Assessment (FDS) Virtual Games / Simulations

20 Citizenship 6 Thematic Working Group on the Assessment of Key Competences, Brussels, October Social and civic competences CBA (DS) Peer/Self Assessment (FDS) Virtual Games / Simulations (FDS) Global Conflicts Example: Child labour in Bangladesh: watch?v=mf9ju86ivyw Educational game, designed to help teach concepts in citizenship, geography, and media. Developed by Serious Games International, it has detailed lesson plans and assignments for students.

21 Examples Thematic Working Group on the Assessment of Key Competences, Brussels, October PART 2 CRITICAL INSPECTION

on knowledge Internet and Communication Core Certification (IC3) exam sample

22 Digital Competence 4 Thematic Working Group on the Assessment of Key Competences, Brussels, October Digital competence CBA (S) Simulations (FDS) Focus on knowledge Internet and Communication Core Certification (IC3) exam sample question

and Communication Core Certification (IC3) exam sample question http://www.certiport.

23 4 Digital Competence: IC3 Thematic Working Group on the Assessment of Key Competences, Brussels, October Digital competence CBA (S) Simulations (FDS) Internet and Communication Core Certification (IC3) exam sample question Demos/demo_ic3.html Focus on operational skills

(DS) Peer/Self Assessment (FDS) Virtual Games / Simulations (FDS) Focus on

24 Entrepreneurship Questionnaire 7 Thematic Working Group on the Assessment of Key Competences, Brussels, October Sense of initiative and entrepreneurship CBA (DS) Peer/Self Assessment (FDS) Virtual Games / Simulations (FDS) Focus on personality/disposition as a static fact ead.com.au/survey/entr epreneurship/generic/qu estions.asp

25 Conclusions Thematic Working Group on the Assessment of Key Competences, Brussels, October ICT offers powerful, engaging assessment formats, in particular: CBA Quizzes / simple games Basic literacy (foreign/mother tongue) Basic mathematical competence Caveat: eportfolios Creative writing (foreign/mother tongue) Cultural awareness and expression Self / Peer Assessment Learning to Learn Virtual worlds/ Simulations games Scientific competence Digital competence Social and civic competences CBA lends itself to simplified, knowledge-based assessment Pedagogy comes first! Careful selection of question formats Problematic competences for assessment: Cognitive Tutors Mathematical competence Learning to Learn Sense of initiative and entrepreneurship Social and civic competences Do we REALLY want to submit these competences to assessment? What is the objective of such an assessment? Which ICT approach is most suitable for this kind of assessment?

26 Thematic Working Group on the Assessment of Key Competences, Brussels, October Thank you very much for your attention! Christine Redecker Yves Punie

Thematic Working Group on the Assessment of Key Competences, Brussels, 27-28 October 2011 27 further information http://is.jrc.ec.europa.

27 Thematic Working Group on the Assessment of Key Competences, Brussels, October further information Newsletters: Publications: Contact:

The Potential of ICT for Creative Learning & Innovative Teaching

IADIS International e-society 2011 1 The Potential of ICT for Creative Learning & Innovative Teaching IADIS International e-society 2011 Romina Cachia, Anusca Ferrari &Yves Punie Joint Research Centre