Short report ISDDE08

Conclusions and musings for own research

-         Balance guided en open environment, in fact don't put your money on one horse (e.g. formative or summative assessment) but combine both, as there is a place and time (situational) for almost every approach

-         A systematic approach on eliciting desired feedback for computer assisted learning

-         A formative scenario aims to aid transfer from the tool towards conventional assessment methods, like paper-and-pencil. Positive feedback can have added value. The artefact becomes a tool through instrumental genesis.

-         I want to make a scenario where the teacher role doesn't have a very big impact on success. (variable social environment not an influential factor)

-         Assessment

o       Purpose – nationa, state, classroom, formative

o       Types – familiar (mc), authentic

o       Media – paper&pencil, smartboard, computer software, pda

o       Actors  – government, schools, parents, teachers, students

-         "More and more assessment will be designed and used on the computer"
(Conclusion Assessment Topic Goup at ISDDE08)

-         Stokes – Paseteurs Qudrant

Networking

-         Leendert van Gastel & Henk vd Kooij > NKBW2

-         JF-Nicaud.  Showed aplusix. I have no extra information or opinions on the list of criteria.

-         Hoadley wasn't there.

-         Paul Black already reacted and says he doesn't believe in the use of ICT for formative assessment.

-         Michal Yerushalmy was mostly interested in her mobile phone approach. (and discussion on the definition of a tool)

-         Tom Goris > Poznan, Poland

Discussion points

-         What weights to use for the list of criteria;

Action list

-         DITwis in the applet (eliciting feedback)

-         Activemath article

-         With feedback: ? for hint, ?? second hint (costing points)

-         Dutch > English manual DME/DWO

-         Make a flash like version of the scenario for easy navigation (?)

-         Explain every item of the list of criteria

-         Variable scheme (Swanborne): what variables influence the learning outcome

o       Teacher beliefs

o       Student beliefs

o       Tool

Follow-up on (DONE on 030708)

-         Dynamic Modelling Analysis (Groningen)

-         Work of Katja Maass

-         Programme ESERA

-         Glenda Lappan & Elizabeth Phillips

-         Australian Math.Ed (Will Morony)

-         http://phet.colorado.edu

Wishes for Peter

-         For research purposes: storing the whole process of a student;

Decisions

-         Reporting on expert review > article IJCML

-         What items? > add a couple (20, randomized)

-         August 4 students

-         Try to involve Malka's work