{"id":127,"date":"2013-11-07T20:40:00","date_gmt":"2013-11-07T20:40:00","guid":{"rendered":"http:\/\/geoffcain.com\/blog\/uncategorized\/opening-up-assessment-open-tools-and-item-banks\/"},"modified":"2013-11-07T20:40:00","modified_gmt":"2013-11-07T20:40:00","slug":"opening-up-assessment-open-tools-and-item-banks","status":"publish","type":"post","link":"https:\/\/geoffcain.com\/blog\/opening-up-assessment-open-tools-and-item-banks\/","title":{"rendered":"Opening Up Assessment: Open tools and item banks"},"content":{"rendered":"
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“One of the defining characteristics of Open Education<\/a> has been the widespread sharing of course materials from OpenCourseWare<\/a> to Open Textbooks<\/a> to more generally open educational resources (OERs). Unfortunately many OERs are primarily content or course materials and do not include sufficient quizzes or other activities that students can use to check for understanding and that instructors can use to track engagement and performance. Research shows that embedding assessments in texts increases student completion rates and learning. Open Assessment complements existing OER efforts with tools to allow instructors to embed assessments in any OER, and to create shared collections of assessment items.<\/p>\n

MIT<\/a> and Open Tapestry are developing tools and services to allow instructors and authors to embed assessments directly in any content (e.g., in any OpenCourseWare course) thereby providing a richer learning experience. And BYU<\/a> will be developing validated item banks of open assessments that can be shared (which will be developed by domain experts and psychometricians). Our approach differs from current practice because existing tools require one of two things: either a system that presents both content and assessments together as part of a dedicated system or the the learner is required to leave the content to take an assessment in a separate quiz system breaking the flow of learning. To be able to embed an assessment of your choosing in any existing OER wherever it might be presented will be truly powerful. <\/p>\n

This panel presentation will provide conference participants the opportunity to understand how to use the tools, existing and forthcoming open assessment item banks, and how to use open assessment in their OER content regardless of where it’s located right away.”<\/p>\n

http:\/\/openassessments.com<\/p>\n

Content and assessment are always separate.  Typically, you look at content and then go out and take an assessment. This might not be the best way to learn.<\/p>\n

These assessments can be embedded anywhere. Focusing on formative assessment<\/a>. Self-check of their own understanding and eliminates issues around cheating. – there are self-assessments in the materials – a “hide the answer” approach.<\/p>\n

Examples are in Saylor.org of static tests. OCW Scholar focuses on self-learners has .pdf questions.<\/p>\n

OpenAssessments.com has each item with an embed code much like the embed code that you will find in YouTube. <\/p>\n

It will import test questions using QTI format. <\/p>\n

Integrated with Open Tapestry. http:\/\/opentapestry.com<\/p>\n

Open Tapestry lets you edit versions of websites.<\/p>\n

David Wiley talked about the creation of item banks. Faculty are sometimes loathe to adopt open textbooks because the commercial textbooks often come with testbanks. A Hewlett grant has funded the creation of openly licensed textbooks. <\/p>\n

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