SETDA Leadership Summit 2013
Session:
Implementing Online Assessments
Discussion
Nancy Doorey, Director of Programs, K-­‐12 Center at ETS November 4, 2013 Observations
•  Thoughtful, orderly transition to online
testing is possible
•  Lots of valuable exemplars, tools, and
lessons learned
–  Ohio processes, engagement
–  Virginia readiness criteria
–  Oregon’s voluntary transition: local energy
–  Kansas’ big picture view of student engagement
–  Georgia’s teacher usability focus (tunneling)
•  SEDTA is terrific source for other exemplars,
guidance, connections – use it!
The Larger Purpose… and Disruption
AdopBon of a set of standards, at scale +
Increased technology infrastructure in schools BeIer measurement of important, complex CCR skills Advances in cogniBve science, analyBcs, measurement Learning Analytics: The OLI Example
PlaZorm for online learning modules with 4 levels of analyBcs •  OLI students
completed course in
half the time
•  OLI students showed
significantly greater
learning gains and
similar exam scores
•  Similar retention 1+
semesters later
Science of learning Student performance Student Learning Data Instructor ac5vi5es Course design M. LoveI, O. Meyer, & C. Thille., “The Open learning IniBaBve: Measuring the effecBveness of the OLI staBsBcs course in acceleraBng student learning.” Journal of Interac.ve Media in Educa.on (2008) www.oli.cmu.edu 4 The Larger Digital Disruption
AdopBon of a set of standards, at scale +
Increased technology infrastructure in schools BeIer measurement of important, complex CCR skills Greater customizaBon to a wider array of learner needs/traits Advances in cogniBve science, analyBcs, measurement New understandings about how people learn and how to teach effecBvely Frequency of
Learner Style/Need
Increased Customization
Physical
Digital
The Larger Digital Disruption
AdopBon of a set of standards, at scale CollaboraBon, sharing, “leap frogging” Greater customizaBon to a wider array of learner needs/traits +
Increased technology infrastructure in schools Accelerated improvements in teaching and learning Deeper understanding of how people learn, and major variaBons BeIer measurement of important, complex CCR skills Advances in cogniBve science, analyBcs, measurement Suggestions
•  Prepare for 2014-15,
exceeding minimum
requirements as much as
possible
•  Pay attention to equity of
access to technology for
learning
•  Plan for rapid evolution of the
system to support teaching,
learning and assessment
•  Share, collaborate, “leap frog”,
and share again
2/17/2012 www.k12center.org
Thank you.
Nancy Doorey
Director of Programs
Wilmington, DE
E-Mail: [email protected]