“There is a disconnect of what we need to do for the students and what we do now” Steve Masters, Education 4.0 lead at Jisc
According to recent studies (Brown and Sambell in the UK, among others) the assessment system has been the most challenging aspect in a remote teaching and learning situation. Assessment formats that proved particularly challenging and difficult to rapidly switch to include those assessment methods involving the practical skills of the students. These require a high level of interaction with each other or with a specific real situation context. Practical activities (for example practicum involving school internships, practical skills, or school placements) are those which were the most challenging to be assessed during the remote teaching and learning.
The focus on practical skills and work readiness creates particular challenges for remote learning since it generally is a weak substitute for practical activities and learning-by-doing, which constitutes a substantial part of teacher education programmes (The World Bank, 2021). With remote education, activities involving school internships or placements, laboratories or workshops have been affected.
Changing the pedagogical practices does not only involve adapting lectures into video conferences or webinars, but also engaging students in the creation of knowledge, exercising their skills and practical abilities incorporating digital tools.
Jisc argues that universities must embrace technology to transform assessment in five ways: so it is more authentic (preparing the learner for using knowledge in practice or at work), accessible (to those with both long-term and short-term disabilities or mental health issues), appropriately automated (easing teachers’ workload), continuous (adapting to lifelong learning and the changing world of work) and secure (avoiding cheating) (Jisc, 2020).
Some of the benefits of e-assessment include: (for students) more control, it is fun and easy to use, flexibility (especially applies to students who live in remote areas), (for teachers and schools) it saves money, it is more sustainable, it can improve the quality of the feedback, provides more accurate results as well as it is faster (Alruwais et al., 2018).
Of course some challenges come with using e-assessment as well, some of which include poor technical skills of both teachers and students and limited or varying access to the Internet and computer (Alruwais et al., 2018).
The challenge will be to design and build a high-fidelity prototype that will include tools for teachers to be able to assess students’ practical skills in the teacher education field. Specifically, the prototype will include tools for e-assessment to support the practical skills assessment. The prototype will have to consider the diversity of the users and it will also facilitate the choice of the tools based on pedagogical criteria, technological criteria and further criteria indicated by JISC and as investigated during the literature review.
The target group are university teachers in the field of teacher education. Especially those who oversee practical skills (internships, placements, laboratories, skills labs.).
How can we contribute to the use of e-assessment for practical skills by university teachers during their daily teaching practice?
Why are we doing this project?
- To propose different ways of assessment.
- To provide students and teachers with tools to facilitate students learning while they are doing their practicums/internships online (since with COVID they are not able to attend the schools) or tools that might be complementary to face to face tools.
- To work on e-assessment because on doing it we are contributing to future teachers’ digital competence. Since our students will be future teachers, they might be able to have this competence and be able to interact with digital technologies in several contexts, also when they will assess their students.
- To build trust using the e-assessment tools. Professors are usually reluctant to such tools.
- To show the added value of e-assessment tools.
- To help to align the teaching processes with the assessment process.
- To be consistent with the needs of society in which we live.
Key Players / Stakeholders
- EU partners & experts from Spain, Iceland and Romania
- University teachers of the field of teacher education, especially those who oversee practical skills (internships, placements, laboratories, skills labs)
Relation to the track EdTech for Social Change track:
This project specifically addresses the following questions EdTech track focuses on:
- How can technology help to bring together better education innovations, ideas and solutions for society?
- What is the use of technology within a wider systems approach to education?
This project focuses on the Sustainable Development Goals: