PhD Round Table – Teachers assessment in DojoIBL
What is the ‘PhD Round Table’ initiative at TELi?
The PRT is an informal meeting that takes place in the TELi department every two weeks and it only has one item in the agenda. Each session a PhD brings to the table a question/concern/idea/problem (you name it…), which is discussed at least for an hour. The participation is not mandatory but it is highly appreciated.
The PRT goals are: (1) to increase the intellectual discussions within the TELi group, (2) to raise awareness about others topics and (3) to brainstorm and to discuss different perspectives to a problem.
My PRT session about learning analytics and teacher’s assessment.
Few weeks ago I brought the following question: How can I provide in DojoIBL an easy way for teachers to asses students in Inquiry-based Learning?
Initially I came to the PRT session with the idea of combining Learning Analytics, with tagging the different contributions of the students in DojoIBL as a way to evaluate the student’s work.
During the session the following problems were spotted by the PRT participants:
– Teachers can not provide tags for each student’s contribution. Time consuming.
– Learning analytics provide quantitative information and it complements the assessment of teacher. It does not replace it.
– Teachers can add tags to a contribution, however the tags are not consistent through out the inquiry.
These were the most interesting remarks that helped me to come up with the following outcomes:
– Assessment and learning analytics should be merged. They are complementary and they reinforce each other.
– Learning analytics will be included in DojoIBL as a way to know where, when and how often students contributed to the different activities. The LA dashboard enables filtering by phases, activities, groups or students to inform in a quantitative way.
– Assessment will be offered to the teacher based on rubrics. And it will be offered to assess students per activity (not at the contribution level)
+ (Image 1) Teacher, at the level of inquiry templates, define the rubric for different competences/skills/attitudes. This can be realised as a table where competences are rows and the levels for those competences are columns. Every activity then could have one competence assigned.
+ (Image 2) To provide the assessment, the teacher will have a table were all the students are rows and the activities (with the phase) are columns. In the cell the teacher can select among the different levels defined before for the competence.
– In this way assessment is separated from learning analytics.
In short, in 2 hours of PRT session I was able to clear my mind and to have a rather solid base to continue working on this idea. PRT sessions will not directly solve your problems but it will put you on the right path.