Digital Assessment
Case studies & Exemplars
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IntroductionLoading...
The work is a crowd-sourced resource, co-created by education practitioners across Ireland and beyond, as identified within the document.This work was collated and edited by suzanne.stone@dcu.ie and rob.lowney@dcu.ie and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
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Front cover photo by Ashwin Vaswani on Unsplash Loading...
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Overview
Background
The EDTL project is a three year project (2019-2022) which aims to mainstream digital in teaching, learning and assessment through an ambitious professional development programme in the University sector in Ireland. As part of this project, Dublin City University (DCU) seeks to support staff to introduce digital technologies into their assessment design where appropriate.
Why did we create this resource?
Faculty who have employed traditional assessment methods for some time often have difficulty conceptualising digital approaches to assessment design. Discussions with DCU faculty highlighted the need for a bank of digital assessment case studies across a range of disciplines. We hope that these case studies offer inspiration and guidance for those academics who lack experience in using digital assessments.
How was the resource developed?
The idea to create a crowd-sourced Open Educational Resource (OER) emerged from reflections on building such a resource. Drawing on the collective knowledge of the digital education community strengthens this resource by broadening the scope for contributions beyond the walls of one University. We hope that educators in turn can draw on this resource to support staff to engage with digital assessment design.
The EDTL project is a three year project (2019-2022) which aims to mainstream digital in teaching, learning and assessment through an ambitious professional development programme in the University sector in Ireland. As part of this project, Dublin City University (DCU) seeks to support staff to introduce digital technologies into their assessment design where appropriate.
Why did we create this resource?
Faculty who have employed traditional assessment methods for some time often have difficulty conceptualising digital approaches to assessment design. Discussions with DCU faculty highlighted the need for a bank of digital assessment case studies across a range of disciplines. We hope that these case studies offer inspiration and guidance for those academics who lack experience in using digital assessments.
How was the resource developed?
The idea to create a crowd-sourced Open Educational Resource (OER) emerged from reflections on building such a resource. Drawing on the collective knowledge of the digital education community strengthens this resource by broadening the scope for contributions beyond the walls of one University. We hope that educators in turn can draw on this resource to support staff to engage with digital assessment design.
How to use this resource?
This online book collates the case studies and exemplars using the across Dublin City University faculty structures: business; humanities & social sciences; health & human sciences; education; and computing & engineering. In addition, there is a category on staff development and an 'other' section where we have placed exemplars that cross a range of disciplines.
This online book collates the case studies and exemplars using the across Dublin City University faculty structures: business; humanities & social sciences; health & human sciences; education; and computing & engineering. In addition, there is a category on staff development and an 'other' section where we have placed exemplars that cross a range of disciplines.
How can I contribute?
The community are invited to contribute examples of digital assessment or examples of where digital technologies have enhanced assessment from their own practice. We continue to invite contributions to the resource, please submit through this google form.
The community are invited to contribute examples of digital assessment or examples of where digital technologies have enhanced assessment from their own practice. We continue to invite contributions to the resource, please submit through this google form.
Business
Case studies from the business discipline
Vlogging
Felicity Healey-Benson
University of Wales Trinity Saint David
University of Wales Trinity Saint David
Overview
There can be an over-emphasis on written skills in higher education, less on oracy. There is a need for ‘authentic’ assessment in higher education. There is a need for students to develop skills like public speaking, presentation, digital skills and so on. There is a business demand for employees to speak in front of a camera or group without appearing uncertain or incompetent.
A move to vlogging (video blogging) as an assessment method instead of essay-based methods can address these issues. This has been introduced at the University of Wales Trinity Saint David (Wales) as a response to industry needs; industry reported that graduates need to exert professional knowledge and authority when presenting orally to colleagues and management, developing a range of world-context and authentic competences.
Vlogging requires: Critical thinking; High-level oracy; Authenticity; Authority; Transparency; Digital storytelling
There can be an over-emphasis on written skills in higher education, less on oracy. There is a need for ‘authentic’ assessment in higher education. There is a need for students to develop skills like public speaking, presentation, digital skills and so on. There is a business demand for employees to speak in front of a camera or group without appearing uncertain or incompetent.
A move to vlogging (video blogging) as an assessment method instead of essay-based methods can address these issues. This has been introduced at the University of Wales Trinity Saint David (Wales) as a response to industry needs; industry reported that graduates need to exert professional knowledge and authority when presenting orally to colleagues and management, developing a range of world-context and authentic competences.
Vlogging requires: Critical thinking; High-level oracy; Authenticity; Authority; Transparency; Digital storytelling
It is harder to ‘spoof’ while vlogging compared to when writing. Students learn to get across their knowledge in a succinct, structured way whilst citing evidence and making a compelling presentation.
A vlogging assessment should look for....
1. Professional introduction and close
2. Natural flow
3. Cogent evidence-based argumentation through
verbal citation of literature and sources
4. Continual focus on ‘context’
5. Professional tone and energy to maximise audience
Engagement
6. Cognitive skills (e.g critical evaluation of research to support argument, portray effective critique)
7. Clarity of recommendations
8. Time constraints used effectively
9. Filtering key points of emphasis for max engagement
10. Technical basics: edit, upload, unlisted
11. 12. Presenting speech: natural tone, energy, authority
12. Focusing on the audience
13. Verbal citation to underpin arguments
14. Communicating as a genuine professional in a live context
15. Academic referencing within natural language
16. Achieving and relaying ‘authentic comprehension’
17. Portraying self-confidence
18. Cognisance of self (self-awareness of how one is portrayed through this medium)
19. Opportunity for creativity
A vlogging assessment should look for....
1. Professional introduction and close
2. Natural flow
3. Cogent evidence-based argumentation through
verbal citation of literature and sources
4. Continual focus on ‘context’
5. Professional tone and energy to maximise audience
Engagement
6. Cognitive skills (e.g critical evaluation of research to support argument, portray effective critique)
7. Clarity of recommendations
8. Time constraints used effectively
9. Filtering key points of emphasis for max engagement
10. Technical basics: edit, upload, unlisted
11. 12. Presenting speech: natural tone, energy, authority
12. Focusing on the audience
13. Verbal citation to underpin arguments
14. Communicating as a genuine professional in a live context
15. Academic referencing within natural language
16. Achieving and relaying ‘authentic comprehension’
17. Portraying self-confidence
18. Cognisance of self (self-awareness of how one is portrayed through this medium)
19. Opportunity for creativity
Vlogging