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Evidence-Centered Approach to
Online Assessment of Students’
Digital Competence
Mart Laanpere, Kai Pata (Tallinn University)
Mario Mäeots , Leo Siiman (University of Tartu)
Problem space
• Need to assess digital competence: a newly
defined key competences in Estonian national
curriculum for primary and secondary schools
• Requirements:
– Compliant with DigComp framework
– Implemented online using e-exam system EIS
– Scalability
– Automated assessment
– Reliability, validity
Digital competence
• Three competing approaches to digital
competence/competencies:
– Theory-based knowledge, derived from the
academic discipline of computer science
(computational thinking)
– Pragmatic skills, needed at the workplace (ECDL)
– Key competence, contextualised, closer to
“learning to learn” skill
• DigComp follows the second approach,
Estonian curriculum combines 2nd and 3rd
Teaching and assessing ICT skills in
Estonia
• 1986: Computer science as a compulsory
theoretical subject, no exam, teacher-created
tests
• 1996: Informatics as an elective subject, learning
generic ICT skills for office jobs
• 2000: ICT and media as cross-curricular theme,
pilot exam on national level (test + practical task)
• 2011: informatics as an elective subject, digital
competence as a key competence
Research design and organisation
• Two teams of researchers from two different
universities (University of Tartu & Tallinn
University)
• Combination of two approaches:
– Inductive/descriptive, bottom-up (Tartu team):
collecting and analysing the best practice from
large-scale comparative and national studies
– Deductive/prescriptive, top-own (Tallinn team):
building a new framework from scratch, deducing
the new type of practice
ECD framework (Almond,
Mislevy et al. 2015)
inspired by e-exams of
Cisco Network Academy;
Has been applied in
various contexts:
Assessing language
competence,
Inquiry skills in STEM
Etc.
Layered assessment architecture of ECD
Layer Role Key entities Examples
Domain
analysis
Collect info about
domain, teaching
practice, frames
Concepts; terminology;
tools; representation
forms
Curricula, rubrics, test
Domain
modelling
Express assessment
argument in narrative
form
KSAs; potential work
products;
potential observations
Design patterns
Assessment
framework
CAF
Express assessment
argument as blueprints
for tasks or items
Student, evidence, and
task models; student-
model, rubrics etc
Task templates
Imple-
mentation
Implement assessment,
presenting tasks or
items and gathering and
analyzing responses
Task materials (incl.all
materials, tools,
affordances); work
products
Rendering protocols
for tasks; IMS/QTI
representation of
materials & scores;
Delivery Coordinate interactions
of students and tasks;
task and test-level
scoring; reporting.
Tasks as presented; work
products as created;
scores as evaluated.
summaries for
individual and group-
level reports;
Assessment framework (CAF)
What?
How?
Where?
Extent?
Domain analysis: example
Performance taxonomy
Fact Concept Procedure Rule
Knows
Understands
Applies
HOTS
Based on: Merrill ja Feisel-Schmitz
Bayesian network
Information &
Data Literacy
Digital content
creation
Communication
& collaboration
Digital safety
Problem solving
KSA (Knowledge-Skills-Abilities)
P_Info P_Comm P_Content P_Safety P_Probl
T_Info
T_Comm
T_Content
T_Safety
T_Probl
Example: practical task
• Create a presentation that compares two
countries: Estonia and Slovenia
• Criteria:
– At least 4 slides/screens
– Diagrams based on reliable and recent data
– Images (IPR need to be followed, licensing)
Piloting
• Not completed, planned in 6-8 schools this
October
• Bayesian data analysis, evidence accumulation
• Scenario-based design of new task templates
• Exploring the solutions for simulation tasks
(inspired by examples collected by Tartu
group)
Questions for discussion
• Any experiences with ECD?
• How to combine inductive and deductive
approaches?
• Semi-automated assessment of practical
tasks?

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Evidence-Centered Approach to Online Assessment of Students’ Digital Competence

  • 1. Evidence-Centered Approach to Online Assessment of Students’ Digital Competence Mart Laanpere, Kai Pata (Tallinn University) Mario Mäeots , Leo Siiman (University of Tartu)
  • 2. Problem space • Need to assess digital competence: a newly defined key competences in Estonian national curriculum for primary and secondary schools • Requirements: – Compliant with DigComp framework – Implemented online using e-exam system EIS – Scalability – Automated assessment – Reliability, validity
  • 3. Digital competence • Three competing approaches to digital competence/competencies: – Theory-based knowledge, derived from the academic discipline of computer science (computational thinking) – Pragmatic skills, needed at the workplace (ECDL) – Key competence, contextualised, closer to “learning to learn” skill • DigComp follows the second approach, Estonian curriculum combines 2nd and 3rd
  • 4. Teaching and assessing ICT skills in Estonia • 1986: Computer science as a compulsory theoretical subject, no exam, teacher-created tests • 1996: Informatics as an elective subject, learning generic ICT skills for office jobs • 2000: ICT and media as cross-curricular theme, pilot exam on national level (test + practical task) • 2011: informatics as an elective subject, digital competence as a key competence
  • 5. Research design and organisation • Two teams of researchers from two different universities (University of Tartu & Tallinn University) • Combination of two approaches: – Inductive/descriptive, bottom-up (Tartu team): collecting and analysing the best practice from large-scale comparative and national studies – Deductive/prescriptive, top-own (Tallinn team): building a new framework from scratch, deducing the new type of practice
  • 6. ECD framework (Almond, Mislevy et al. 2015) inspired by e-exams of Cisco Network Academy; Has been applied in various contexts: Assessing language competence, Inquiry skills in STEM Etc.
  • 7. Layered assessment architecture of ECD Layer Role Key entities Examples Domain analysis Collect info about domain, teaching practice, frames Concepts; terminology; tools; representation forms Curricula, rubrics, test Domain modelling Express assessment argument in narrative form KSAs; potential work products; potential observations Design patterns Assessment framework CAF Express assessment argument as blueprints for tasks or items Student, evidence, and task models; student- model, rubrics etc Task templates Imple- mentation Implement assessment, presenting tasks or items and gathering and analyzing responses Task materials (incl.all materials, tools, affordances); work products Rendering protocols for tasks; IMS/QTI representation of materials & scores; Delivery Coordinate interactions of students and tasks; task and test-level scoring; reporting. Tasks as presented; work products as created; scores as evaluated. summaries for individual and group- level reports;
  • 10. Performance taxonomy Fact Concept Procedure Rule Knows Understands Applies HOTS Based on: Merrill ja Feisel-Schmitz
  • 11. Bayesian network Information & Data Literacy Digital content creation Communication & collaboration Digital safety Problem solving
  • 12. KSA (Knowledge-Skills-Abilities) P_Info P_Comm P_Content P_Safety P_Probl T_Info T_Comm T_Content T_Safety T_Probl
  • 13. Example: practical task • Create a presentation that compares two countries: Estonia and Slovenia • Criteria: – At least 4 slides/screens – Diagrams based on reliable and recent data – Images (IPR need to be followed, licensing)
  • 14. Piloting • Not completed, planned in 6-8 schools this October • Bayesian data analysis, evidence accumulation • Scenario-based design of new task templates • Exploring the solutions for simulation tasks (inspired by examples collected by Tartu group)
  • 15. Questions for discussion • Any experiences with ECD? • How to combine inductive and deductive approaches? • Semi-automated assessment of practical tasks?