The Virtual Session 3 is now over. Our team's presentation on Assessment went quite smoothly. This was nice, as we tried Prezi as the presentation tool for the first time, and there was a lot of material: several theories and sources. Our Prezi presentation can be accessed also from this link:
http://prezi.com/_c1qzj2vj5jl/edit/?auth_key=dqe3qw5&follow=teemuy
The listeners seemed to get the idea, though. In addition, we split the talk among two people. The Spiderman video, courtesy of Sandra, worked, even though ACP does not allow voice. After the presentation I rushed to work and then I had another evening course, so I could say it was a full day.
Our presentation was about How, why and when to assess learning, different forms of assessment, and quality of assessment brought into 21st century. We shared how assessment can be varied and broken into pieces, told of SOLO (Structure of Observed Learning Outcomes) and 5 stages of understanding (which are, namely, prestructural, unstructural, multistructural, relational, and extended abstract), formative and summative evaluation, what is the point of assessment, and why do we need assessment. The reasons are: discovering learner's strength and weaknesses, to maintain standards, and to provide evidence of learner's progress. According to Peter Jarvis, quality of learning and teaching is measured by evaluation, but it is difficult to assess competence and to divide it into different categories (Adult Education & Lifelong Learning, RoutledgeFalmer, 2004, ch. 8). As today's educational institutes are becoming more commercial, there is the economic aspect to consider, not just the quality.
In summary, I think we had too much material, and even I didn't understand in depth all that we were sharing. Some of the theories were outdated and complex (Wankat, John Biggs on setting up the criteria for assessment and assessing learning quality), but the listeners seemed to cope with what we wanted to convey.
In the other presentation by Earth we learned about competence-based qualifications and vocational skills demonstrations. We discussed in a light debate format about the pros and cons of the above-mentioned ways of evaluation. One of the group members was actually involved in this as a demonstration examiner (näyttötutkintomestari). Team Saturn talked about the role of personal evaluation. I learned that the this is regulated by the Finnish National Board of Education (32/011/2005). There are different evaluation tools, such as blogging, tests, journaling, writing reviews etc. The team had created a nice online questionnaire about the learning outcomes of VS3 that we each filled up.
I am now able to consider and apply different assessment methods in different situations, depending on the context, group of students, and the subject matter. I have learned how each assessment method measures and demonstrates learning. I also understood, how learning is internalized in different stages of learning and how the progress is evaluated.
There is now only 2 weeks to get ready for the next session, but we have already started to work on the material that deals with how to develop cooperation between vocational education and working life.
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