 So, great, so this part of the session is divided into two sections, first of all we're going to ask you to reflect on technology enhanced assessment, what that means to you and the opportunities and we have some guiding questions that we're going to ask you to engage with over VBOX given that we've got quite a reasonable size group and then the second part is over to you we're going to ask you to contribute to Open Educational Resource, our set of exemplars on technology enhanced assessment and we will have some spot prizes to keep you going and keep you working hard throughout that piece but just in terms of reflecting on technology enhanced assessment as Rob and I were reviewing some of literature related to technology enhanced assessment and we realised that like we have an innate understanding of the term but we thought it might be interesting to throw it out to you and see what technology enhanced assessment means to you so I'm going to ask you on a different window or a different device if possible to log on to VBOX.app which is how we're going to manage this reflection piece and the meeting ID is there on the slide as well, thank you, I think it was Fiona pop VBOX in there, that's brilliant, I'm going to leave that slide up for a moment just while you get organised guys and I'll set up my VBOX to go, brilliant thank you and maybe what we might do is if people when they're logged into the room and they can see the first question and you might just give me a thumbs up or some little signal in the chat box that will be brilliant excellent yeah that all seems to be working I can I can certainly see the first the first question is open and the question is what is your understanding of technology enhanced assessment and we have a little space where we can where we can type in a response and then hit send right thanks Rob so it'll be interesting to see we'll give you a minute to do that and it'll be interesting to see now how aligned are our understandings or or how diverse are our understandings of technology enhanced assessment this is always interesting and I'm just trying to share the screen here so just bear with me a second guys I'll stop share the slides for a second Suzanne and then you can share an application or a screen okay yeah brilliant is it can you see that okay Rob yeah that's coming through we're seeing the dashboard of you Fox great okay so using digital tools to aid an assessment assessment by use technology in some way supported yes that's a really good point mostly it seems to be tech technologically supported assessment it's not often that I see enhancement yeah I would agree with that point I think that we need to be really careful about throwing out the term technology enhanced assessment for want of finding a better term and that's one that we're using at the moment but I think that's a really important point and another really important point there assessment that uses technology to prove the quality of feedback and reduces repetitive workload on educators another really important point yes and similar point there enhanced assessment by tech not just replicating existing practice excellent um okay some very important points there and what we'll do is we'll pop the the results of those into the the slides later so that you have a reference point and if we have some um a moment at the end of this we might open up the mics for discussion as well if we do that fine okay so moving on to the next poll um how can technology enhanced assessment or technology supported assessment support the development of digital competencies and I suppose I mean here student digital competencies uh student yes uh and I guess staff by staff I suppose yeah yeah um can you see that okay there Rob yeah I can see that and I can see uh on my phone here I can see now that poll is open and I have a small little text box where I can where I can bond I see we have one one one uh contribution and so far students need to develop digital skills to engage effectively digital and assessment literacies are intertwined yes very interesting very interesting and actually that and they're using a variety of formats useful in the workplace was exactly what we found in the student focus groups that they need to develop some skills that might be considered soft skills like presenting to video using excel etc more authentic and there's something that actually we're going to be asking you about in a moment but more authentic assessment technologies representatives of the workplace and I think that's really important as well I like the idea of incorporating formative assessment you know very often we don't pay an awful lot of attention to formative assessment we kind of often focus very much on summative assessment high stakes assessment but and I know this is this came out a lot in our discussions with our with our participants in our program that ongoing low stakes or no stakes formative assessment using digital technology is a great way to build in a scaffold student digital skills development okay sorry I've done something with this that I'm not sure how to put but I'm going to yeah sorry Robert okay the next one then and it's already come up in in some of that and discussion that the first two questions but the question is what can add technology enhance or supported assessment offer in terms of authenticity or authentic assessment and I guess and draw on one of the points previous there authentic assessment you might consider authentic assessment something that will transfer to the workplace and more clearly than than than the traditional types of assessments digital literacy definitely link them back to the competencies I like that piece there now reflecting the workplace software or the digital skills in practice I think you can't get more authentic than that you know I'm actually using technology in a in a formative or summative assessment exercise that is the same kind of of technology of the same kind of skills that students would be using in in the workplace you know incredibly authentic yeah there's an interesting point there as well education use video or audio feedback to deliver a lot more personalized feedback in a short time that actually did come up in in our focus groups as well that you know people are not using video and audio as much as we'd like and that the tone and the tone and the kind of the expression when using video or audio feedback generally at DCU it's audio feedback and our colleague in the teaching enhancement unit has done a piece of research around audio feedback and and definitely students are very responsive to that tone and it lends some authenticity from the other side of the the assessment experience so that that's that's another interesting one I'm going to move on and open our next one I just thought this might be interesting to spark some ideas particularly in terms of all of us facing into unknown territory in the next semester just what kind of I think I think yeah sorry I think I think this this particular type of question you just enter enter enter one word so you know what did you use you know video or portfolio or something like that yeah just might spark the the imagination as well for our most use of work I think videos coming through an awful lot which I which I think is is to be expected I know certainly in DCU there was an increase in in the use of video as the type of assessment people are also saying journals and portfolios yeah phone conversation that's a really interesting one and there's just a point in the in the in the chat there someone saying open book exams yeah I think we saw a huge pivot to open book exams in the recent months and I know you know one anecdote I came across in DCU was from a language teachers who traditionally would set you know a written exam to test students language skills and they pivoted towards a video assessment and portfolio assessment and it was transformative for them and they're going to keep keep on COVID or no COVID they're going to keep keep keep those new assessment modes so I think I think there's been a great opportunity in the recent crisis as well okay we might close that off and I wonder what might work out play yay the video video and portfolios coming off um quite a lot there the phone conversation is capturing my imagination I'm wondering what that's about if a person who put that in would like to take the microphone be really interested to hear what that's about um and then lastly our final um question for you is how do you think that technology supported or enhanced assessment supports academic integrity or do you think it goes or not maybe or what are the opportunities there this could be a kind of worms and this is going to be an interesting one um I suppose this could be interpreted in one way uh it supports academic integrity uh because it can be more authentic you know it can be more more challenging less less easy to to duplicate or to or to pass off to someone else um but it can also in some ways depending on your assessment method I suppose technology can actually make it make it very easy to cheat and plagiarise so some great examples coming in here now double marking excellent processes are transparent transparency can be can be great yeah use of rubrics analysing the effectiveness and the validity of questions based on responses error rates yeah these are some great some great some great ideas some great contributions randomised mcqs means different questions for students yeah mm-hmm some great ideas coming through here plagiarism yeah uh and I like that comment it allows you to break out of what's the right answer assessments and sparking some innovation that's very interesting point okay just because time is a factor I'm going to close that off but thank you for your contributions that was there's a lot of them very valuable um in there and again we'll add those to the slides at the end of this session I just need to go back and uh share go back to slide share the slides um okay brilliant should I stop sharing and then I wonder Rob would you go would you share the slides again I'm not quite sure thank you and let me just find the slide in question so what we want to do now is this slide here great there you go okay I'm just picking up on um somebody that calls themselves Tiro Manny um sorry if I murder in your uh the name there uh phone conversation it was for a student who had been struggling with mental health for two terms COVID-19 just made it worse student could not cope with yet another PowerPoint and the conversation supplemented other submitted work I think that's really really innovative but so interesting and thanks for for for your I think I think it also shows a great a great sense of care um you know just just just cutting through the processes and and and the status quo and just showing care for the student and picking up the phone and have a conversation to discuss their their their coursework and so on I think I think it's a nice simple but but powerful approach that it's excellent I think that's so interesting and it would be great if you contributed that to our crowd sourced open education resource so I know time is against disguise and I think we have about 10 minutes or 11 minutes to to get cracking at this but uh what um we want you to do now is spend some time having a look at our open education resource and hopefully contributing some to um to the the document as well now just to say that we don't anticipate that you'll have completed the template um in the 10 minutes that you have but we certainly would encourage you we'll leave the the document open for several weeks and we'd love if you came back to it and just edited away at your leisure if you're interested in doing so um but it looks just from the discussion um through V-vox it looks like there's lots of of rich kind of ideas and things that you've used um we'd love if you contribute to the document with rationale for um creating this in the first place is obviously a lot of academics wedded to traditional forms of assessment they had difficulty conceptualizing alternative or imagining new assessments and we felt that a bank of exemplars or case studies could support them to get get moving down that path um we took a crowdsourcing approach because i mentioned earlier that well we do have some excellent um examples from our own university and our own circle uh drawing on community knowledge we really needed to draw on a wider community knowledge and experience and obviously that will make the the resource richer and why do we create an open resource um well for the reason above uh you know we're stronger together um gathering different ideas from different universities and different institutions is going to make the the the document richer it aligns with our teaching enhancement unit open practice and it allows for continuing development um and evolution of the resource so at this point what we'd like you to do is to open the collaborative document add a bitly thanks Rob you've popped it in there you see it on screen as well so if you can open that and just take a look at the document um what we're suggesting is that maybe take a look at one or two of the examples you'll see that there are 20 exemplars at the moment there and maybe have a look at one or two of them to to get an idea of what's involved we've got 11 11 headings for each exemplar obviously you're not going to get that completed in in 10 minutes well what we would like you to do is um when you've had a look at ask the a couple of the examples if you intend to add an example yourself or an exemplar yourself to pop your name into the heading um of the um at the top of the page so you'll see that there's there's now 16 blank um templates there and if you pop your name into the top it's a it's a yellow tab on the top and I might just uh try and share that now share screen so I can see lots now are viewing the are viewing the google doc which is which is great um so as Suzanne you know there's 20 or so exemplars there to begin with have a look at them to get a sense of of what's included in it and then there are plenty of blank spaces at the at the end of the document yeah so starting from number 21 and what I'm suggesting if you can see that screen there now is beside exemplar 21 that you might pop your name in if you intend to use that template just to avoid confusion because um it's obviously a shared document uh we'll conduct them there um yeah so and we're here for any questions if you have any questions we're just going to dedicate the rest of the session to to to this piece of work um so keep you going we're going to have some spot prizes and we have a little challenge for you in terms of the spot prize and what our challenge yeah thank you I've got it uh sorry uh our challenge for you is to include um three words in your exemplar care complexity and competence and because we've only got a few minutes left we're going to allocate the spot prize in maybe at the end of the week on Friday um we'll take a look at it and um I think that's the fairest thing to do because you're you're unlikely to guess one in the next five minutes get all three words in there um but yeah so we're we're just gonna leave you to have a look at that but please feel free to raise your hand and take the microphone if you have any questions or pop a question into the text box um please welcome us thank you very much yeah thank you very much and thank you to Fiona as well for for facilitating the the the session thanks Rob thanks you Zanz