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E-Assessment

Provider Readiness. E-Assessment. Why use e-assessment?. Easier to administer with individual candidates Potentially greater security Potentially wider examination “windows” Easier to manage verification processes Faster turnaround of results and reporting

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E-Assessment

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  1. Provider Readiness E-Assessment

  2. Why use e-assessment? • Easier to administer with individual candidates • Potentially greater security • Potentially wider examination “windows” • Easier to manage verification processes • Faster turnaround of results and reporting • Potentially easier to deal with support and accessibility issues for learners with specific needs

  3. What issues need to be taken account of by providers? • Staffing requirements (e-testing role matrix) • Areas of responsibility • Generic tasks • E-testing processes and procedures • Liaison • Resources • Problem solving • Learner support • Staff development/capability

  4. Tasks related to the e-testing environment • General environment • E-Testing equipment • Additional facilities • Security

  5. Process related tasks and responsibilities • Preparation for e-testing • Running e-test sessions • Invigilation • After the e-testing session

  6. 14 – 19 Issues • How does assessment support the ‘planning, learning and review’ learning cycle model of the Diploma? • Principal Learning • Applied and Specialist Learning • Functional • Personal Learning and Thinking Skills

  7. 14 -1 9 (2) • Learners need time for ‘skills talk’ to identify their skills and develop the language to describethem, and to recognise the sector relevance and personal relevance of PLTS. Planning andreview, including the development and recording of PLTS, is an important process within Diploma programmes, recognised through the allocation of 60 guided learning hours.

  8. 14 – 19 (3) • Evidence that all Diploma learners have engaged in this process will need to be provided forthe awarding bodies and Ofsted • Project - internal assessment with Moderation by exam boards (NB 50% of the allocated GLH should be related to assessing progress) • Partial Accreditation will need to be planned for, including the Progression Diploma  which includes Principal and Generic learning only. In summary, you need to be ready for a wide range of assessment formats, to support PLTs, and partial accreditation – across a network of providers and awarding bodies.

  9. Your task • Using the resources provided; work in groups of two to; • Identify your current state of readiness to use e-testing • Identify those programmes and learners where you might use e-testing • Identify how you might introduce e-testing/assessment and the stages of development you need to go through in your organisation • Identify any barriers to introducing e-assessment and the support you would need from; • Awarding bodies • National agencies such as Becta, QIA • Regional agencies such as JISC RSCs • Other providers

  10. Resources • e-Assessment a guide to good practice • http://www.efutures.org/docs/guide.pdf • QCA guidance – PLTS • http://www.qca.org.uk/libraryAssets/media/QCA_guidelines_on_recording_personal_learning_and_thinking_skills_in_the_Diploma.pdf • JISC – Effective Practice in e-assessment • http://www.qca.org.uk/libraryAssets/media/QCA_guidelines_on_recording_personal_learning_and_thinking_skills_in_the_Diploma.pdf

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