with covid-19, a lot will change, including the education system. a question arises which concerns learning evaluation operations. your contributions will help improve our practices for better equity.
Dear Driss Harrizi you can check the following link. It describes the matters in details. I believe it will help you.
https://www.qs.com/how-is-covid-19-shaping-the-higher-education-sector/
Regards
Hi! There is a deeply rooted conception that different kinds of technology-enabled education are not the real thing, that they are self-evidently of lower quality. Research does not support this pre-conception at all. There are many factors affecting the perceived quality of education and teaching/learning effectiveness, but co-location of students and teachers in a classroom is not one of them. Flexible kind of education also means the inclusion of new categories of students that also have a right to education.
So let's face it. A much more place-and-time-independent education will be the future. Cambridge university decided this morning that online lectures will be the new standard at least to next summer, 2021. See https://www.bbc.com/news/education-52732814 . it won't be easy to go back then. If we at the same time go for AI-supported adaptive learning, the focus will become on learning effectiveness and courses, or part of courses, that adapts after the learner.
Dear Dr. Anders Norberg I agree with your suggestion
In our university we have now started for the remote evaluation which before the covid era was carried out in presence. My experience concerns only the final evaluation of post-graduate Master's course. The test took place in Skype connection with the students. They were assessed one at a time initially basing on the discussion of a previously proposed "case study". Then on the basis of various questions on the whole course and finally on the discussion of a Project Work whose topic had been chosen by the student and elaborated with the help of a tutor. The examining commission was in attendance at the University. At the end of the examination of all students, after having suspended the Skype connection, the Commission deliberated the final marks which subsequently communicated to the re-connected students.
Fair treatment was safeguarded by having all the students connected simultaneously in a "meeting" and also evaluating them on a comparative basis between the various exposures, exactly as we would have done if they had been in presence.
DEAR Anders Norberg I share a lot of your ideas Thank you for your contribution
I would say that ask students to develop a project where they have to apply the contents seen during the period more than a test.
I think there should be project work for fair evaluation in distance education mode,
I think project based assessment should be given. This means that students should develop something, or the questions given to them should be application questions, i.e they should show how to implement some theories. This means the faculty should have to work hard to develop such questions.
https://www.westga.edu/~distance/ojdla/spring111/kim111.html
Sukhvinder Singh yes a good idea, only that the project alone does not guarantee equity. thank you
Fatima Shehu Kabir yes what you say is very important, I can add one thing, it is that the evaluation is rekative to the type of teaching, because there are technical and other theoretical lessons. I think that it is necessary to try a combination of type of evaluation, try to alternate by different type of evaluation (project, MCQ, .....)
https://www.educationhousefinland.com/?gclid=CjwKCAjwk6P2BRAIEiwAfVJ0rC3ERADhEoalj6pBzCx-mLjxVLfVx0-tIvJkklFVTSAo7BVaUp1A-BoCCucQAvD_BwE
I agree that projects alone, particularly those completed as distance learning tasks, do not allow fair appraisal of learning in themselves. Combinations of data drawn from different areas of the course may be useful in validating the work carried out remotely. And so a combination of synchronous and asynchronous learning tasks might provide enhanced equity for students where the assessor will have access to first hand knowledge of a student’s achievement.
The concept of evaluation during this time of distant learning has to change following the fact that not all the students are exposed to all the factors that will enable fairness in evaluation...well, the evaluation method should focus on ability of students; in other words, should be based on tactile learning.
Evaluation and assessment are not the beginning of the teaching/learning process.
I think that evaluating learners "in distance" means that we have already put all a pedagogical system suitable for " a distance learning/teaching" that guarantees fairness.
Anders Norberg makes an important point in supporting ’technology-enabled’ learning as a valid approach amongst many possible approaches to learning. But Lucio Mango homes in on the crux of the matter here, providing one approach to assessment which may increase the validity of judgements. Within the context of the Covid-19 crisis (and I think the context is crucial for this question), the assessment of learning using remote means is not necessarily fair and equitable for a number of reasons, including simply the lack of access to technology. Of course if in the future ‘technology-enabled’ becomes the standard in connection with remote means of engagement, no doubt the design of assessments will evolve to provide equity and fairness. One of the problems emergent from the current crisis, and I think what Lucio Mango was responding to, is that many educators have had to adjust significantly their assessment practices, drawing from remote learning tools, where face-to-face methods originally formed the course design and expectations of all involved.
Adrian thank you for correctly interpreting what I wanted to say in my answer. Of course, the diffusion of technology is also very important, precisely in order not to create disparities between students and users in general. However, the important human factor remains valid, which however makes direct contact preferable whenever possible.
During this distant learning period, the concept of evaluation needs to be reformulated very carefully. We need to take into account that many students do not have digital technologies or Internet access, especially in third world countries. It is a great challenge for the teacher, not only the teaching and learning process, but also the assessment of learning.
To guarantee fairness pl you can combine various formative and summative evaluation tools and techniques. For example, for formative assessment you can make use of a live quiz which can be followed by a written essay type achievement test or making them reflect on the topic
Thus a combination of formative and summative plus combination of tools and techniques can assure fairness
You have to set up clear standards of what you expect out of students. We do this anyway in face to face classes. The difference in on-line classes is that you have to be very specific in what you want and expect from students when they do the assignments. Raju is right. You have to combine traditional quizzes with essays and other writing assignments to stimulate critical thinking and to ensure that the students properly assimilate the materials. I also use discussion questions in which the student not only has to answer the question posed, but is required to post a reply to other students answers in order to get full points for the assignment,.
Gregg W. Etter yes the idea of professor Raju Talreja is important, I find that the fact of combining the two approaches guarantees much more the achievement of equity.
Raju Arjanlal Talreja yes your idea is important, I find that the fact of combining the two approaches guarantees much more the achievement of equity. I also think that the nature of the work environment that we use is also important, because there are Learning Management Systems (TMS) that make your job easier.
Razane Chroqui I share your opinion, professor, the point that we are discussing will have to be approached in a more global approach. The evaluation of what is acquired is only a segment or a part of a whole correlate and chain. thank you professor for your fruitful contribution.
Mavelyne Adhiambo It is true that the results of this exceptional period of conviniation remain relative, I think that this problem will have to be followed in time for different contexts . thank you
@ Mohammed Habes
dear mohamed, thank you very much for sharing this link, I find it uninteresting.
I think that among the solutions to guarantee equity is to combine the forms of evaluation, and to gradually change the whole educational system because the evaluation is only a segment or part of a whole.
This is a very important issue that leads us to question, as many of you have already said, social inequalities. The impossibility of face-to-face classes highlights inequalities that existed but were not paid attention to. To answer in a pragmatic way on what I tried to do: during the courses proposed personalized accompaniment (phone calls, chat, use of supports on smartphone, ...) in order to identify those who have problems of access or equipment. My conclusion is that almost all of my students have a smartphone with more or less a 3G equivalent or a PC (connected to an internet allowing online work or simply receiving and sending content) or a tablet (id for internet). I have mixed the types of evaluation, two-person work (with the risk and possibility of only one person intervening online), formative evaluations (which allow to evaluate "presence" on courses) and summative evaluations (online multiple choice questions in limited time with random questions, activity report...). For those who have difficulties in accessing online, a random questionnaire is sent by email (to be filled in on a smartphone, or printable with the written answer sent by photo) with a time-stamped answer. The instructions of our university are: benevolence and flexibility, so I recontact the students who did not do the work, accept additional delays . There are still probably problems that the students did not dare to tell me about and that I did not detect during the accompaniment....
Fabien Emprin Dear professor, the approach of your university is very correct, I very much appreciated the two key words benevolence and flexibility. I think that the state still has a role to play, by encouraging internet access and acquiring equipment at affordable prices (PC, printer, smartphone, ...) for our students. This approach is much more suitable for countries sending development. thank you for your honorable contribution
a book which has just been published in morocco and which talks about ICT in Moroccan schools. the book is written in French.
As an aside to the main question of equality in evaluation, and reading between the lines of the responses here and elsewhere, I sense an expectation that 'online' will become what we have heard described as the 'new normal'. I am not so sure that online will offer quite as much as its proponents claim. Although my recent RG exchanges have emphasised the benefits of blended, synchronous and asynchronous learning, I am not sure that institutions will follow the remote route as willingly as some commentaries suggest. The online approach must be to some degree age related. For many younger students the daily contact and routines of school life must benefit them immensely. Whereas undergraduates may cope very well with a remote environment.
And it depends on the field of study. There are subjects which deal with highly abstract, conceptual material where the learning benefits from hands-on experiences provided by specialists and specialist facilities. Although a wide range of theoretical experiences can be facilitated online, it is difficult to provide the tacit knowledge attached to some domains.
I wonder what Vygotsky's 'take' would be on technology-enabled learning. I expect he would have had a positive outlook. But we could expect a particular view on the interaction between teacher and learner, how this can be successfully managed and the degree to which the technology allows the all important 'zone' (ZPD) to operate in ways beneficial to the learner. In many ways 'proximity', and the benefits of 'development' therein, are surely determined by the expertise of software developers and the ease attached to technology-enabled delivery, communication, support and feedback.
And of course for this to work equitably everyone involved needs access to the same facilities, otherwise they are operating out of the 'zone'.
Adrian Twissell Dear Professor Adrian, your questions remain legitimate, especially in specific contexts like mine. For Morocco, we are at the beginning of this mode of learning. A scientific evaluation of online education is being carried out by the Ministry of Education. Regardless of the results of this survey, I remain convinced that we will need support measures to succeed in this type of learning such as facilitating the acquisition of computer equipment and internet access, ...
Through diversity in methods and means of evaluation, and setting clear criteria for evaluation.
" Une analyse de l'équité d'un enseignement en ligne "
Sandoss Ben Abid-Zarrouk
Dans Distances et savoirs 2011/1 (Vol. 9), pages 97 à 129
I think that the approach will be different between the industrialized countries and the developing countries. a digital divide still exists between the two groups.
This digital pit will have to be a strategic priority for the countries of the south.
Driss, guaranteeing fairness in open and distance learning/education is a tricky one. Part of the reason for this is that as learners and tutors are physically located in different areas and as digital technologies are used to facilitate connectivity, teaching, learning and assessment/evaluation activities, doing so synchronously sometimes becomes next to impossible. Therefore we can only hope for as quasi-a-level of fairness as is humanly possible whilst banking on people's integrity, credibility and moral judgement to facilitate what is being wished for - i.e. fairness. Interesting...
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