Re: Homework Ideas an Assessment for Curricula - followup on non-guided training

Dear Daniel and eo-editors,

Please find below my comments.


- The presentation of Ideas for assessment in Unit 1 differs from the other units. Unit 1  has “Ideas for assessment” under each topic and at the end of the unit. The other units have “Homework ideas” under each topic and “Ideas for assessment” at the end of the unit.


- Ideas for assessment presented in all units are mainly linked to guided training. Introducing a multiple choice test or a false/true test after each topic and unit might be an option for non-guided training such MOOCs or e-learning.

Also requested tasks in the units such: Students write a short report… /Students research about…/Students search…are too broad and might be difficult to approach them specially in the first unit. I would specify “write a short report of XX words” this helps students to be more analytic.


Maybe include assessment tools such as debate, role-playing or an interview to a disabled person. These type of assessments promote self-assessment and peer-assessment with other students.


I think that in the case that students provide a description, it should be specified that they describe a term in their own words

I think that it might be relevant to check the CEDEFOP document: "European Guidelines for validating non-formal and informal learning" (https://www.cedefop.europa.eu/files/4054_en.pdf  )


Some of the different types of assessment ideas proposed are:

- debate: offers the candidate an opportunity to demonstrate depth of knowledge as well as communicative skills;

- declarative methods: based on individuals’ own identification and recording of their competences, normally signed by a third party, to verify the self-assessment;

- interviewscan be used to clarify issues raised in documentary evidence presented and/or to review scope and depth of learning;

- observation: extracting evidence of competence from an individual while they are performing everyday tasks at work;

- portfolio method: using a mix of methods and instruments employed in consecutive stages to produce a coherent set of documents or work samples showing an individual’s skills and competences in different ways.It is now possible to extend the classification to encompass some assessment methods that are common but are not easy to classify using the five categories above:

- Presentation
Here a candidate makes a formal presentation to a panel of experts. This form emphasises communicative and analytical skills as well as ability to structure complex information clearly.

- Simulation and evidence extracted from work
Here a candidate performs in a structured situation modelled on real life. The method allows for testing complex interacting skills sets. It requires clear assessment criteria and may be costly.

There are variations to this popular method, one here a candidate verbally and physically demonstrates their skills. Another variation involves observed role play where actors or peers take on roles to simulate a problem that requires the attention of the candidate.

-  Tests and examinations
In the formal process of validating learning, tests can dominate because of their qualities of wide applicability across populations, low costs and high levels of perceived fairness. In general a test is set so that candidates respond orally or in writing to preset questions (and answers). A test provides direct assessment of specific knowledge and skills. It may advantage candidates with strong written and oral skills and can cause candidate anxiety.


It is important also to consider the following criteria for each potentially useful assessment tool:

1.- validity: the tool must measure what it is intended to measure;

2.- reliability: the extent to which identical results would be achieved every time a candidate is assessed under the same conditions;

3.- fairness: the extent to which an assessment decision is free from bias (context dependency, culture and assessor bias);

4.- cognitive range: does the tool enable assessors to judge the breadth and depth of the candidate’s learning;

5.- fitness for purpose of the assessment: ensuring the purpose of the assessment tool matches the use for which it is intended.

Best,

Estel·la Oncins Noguer
Post Doctoral Research Fellow TransMedia Catalonia
Edifici MRA 126  - Campus UAB
08193 Bellaterra
Barcelona
T. +34 610 655 149

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________________________________
De: Daniel Montalvo Charameli <dmontalvo@w3.org>
Enviat el: dimecres, 25 de setembre de 2019 8:59
Per a: Estel·la Oncins Noguer <Estella.Oncins@uab.cat>; wai-eo-editors <wai-eo-editors@w3.org>
Tema: Re: Homework Ideas an Assessment for Curricula - followup on non-guided training


Hi Estella:


If you want you can send comments via email including the eo-editors lists as well.


Thank you very much!



On 9/24/2019 10:42 PM, Estel·la Oncins Noguer wrote:
Hello Daniel,

Sorry I did not had time to answer the survey. I was planning to do it tomorrow.

I wanted to provide you feedback on the survey but it is close.
Do you want me to send you the comments in an email or do you prefer to open the survey again.

Thanks,

Estel·la Oncins Noguer
Post Doctoral Research Fellow TransMedia Catalonia
Edifici MRA 126  - Campus UAB
08193 Bellaterra
Barcelona
T. +34 610 655 149

orcid.org/0000-0002-0291-3036<https://orcid.org/0000-0002-0291-3036>
http://grupsderecerca.uab.cat/transmedia<http://grupsderecerca.uab.cat/transmedia/>
<http://grupsderecerca.uab.cat/transmedia/><http://grupsderecerca.uab.cat/transmedia/>

<http://grupsderecerca.uab.cat/transmedia/>

________________________________
De: Daniel Montalvo Charameli <dmontalvo@w3.org><mailto:dmontalvo@w3.org>
Enviat el: dimecres, 11 de setembre de 2019 12:58
Per a: Estel·la Oncins Noguer <Estella.Oncins@uab.cat><mailto:Estella.Oncins@uab.cat>; wai-eo-editors <wai-eo-editors@w3.org><mailto:wai-eo-editors@w3.org>
Tema: Homework Ideas an Assessment for Curricula - followup on non-guided training


Hello Estella:


Thanks a lot for your comments. They help me make this curricula better and better.


As a followup for last Friday's meeting, If I am not mistaken, you think current homework and assessment ideas are more applicable to non-guided training but not so for guided training. You made this comment based on the "multiple choice" questions that I currently have in unit 3.


I would like to know what would be your approach if you were to teach the contents on the current curriculum in a guided training format. That would help me figure out how we can work on this two sections of the curricula so that it is appealing to all audiences possible.



I have now taken a pass on these sections. You can see current ideas for assessment for:


* Unit 1<https://w3c.github.io/wai-curricula/curricula/1-1/#ideas-for-assessment>

* Unit 2<https://w3c.github.io/wai-curricula/curricula/1-2/#ideas-for-assessment>

* Unit 3<https://w3c.github.io/wai-curricula/curricula/1-3/#ideas-for-assessment>



Thanks.


Best.




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