![NPF RFP17 101 Multiliteracies based e assessments project team](/assets/Uploads/NPF-RFP17-101-Multiliteracies-based-e-assessments-project-team__FillWzY2MCw0NTBd.png)
Guidelines for developing and using e-assessments with vocational learners
Status
Completed: 30 October 2018
Project Details
An 18-month project commissioned by the New Zealand Qualifications Authority and Ako Aotearoa to produce guidelines for tutors who develop and use e‑assessments with vocational learners. A collaboration involving Ara Institute of Canterbury (Ara), Nelson-Marlborough Institute of Technology (NMIT), Te Tapuae o Rēhua and Unitec Institute of Technology (Unitec).
Aims:
This project’s primary aim was to develop guidelines for tutors who develop and use e‑assessments with vocational learners.
The guidelines aim to:
- assist tutors to transition from narrow task-based assessment to using authentic, holistic assessment approaches implicit in new New Zealand qualifications’ graduate profile outcomes
- shift to project-based or problem/inquiry-based learning, enabling graduates to meet industry needs
- assist tutors to adopt assessment for learning approaches
- leverage off students’ existing literacies and increase their academic and digital literacies
- upskill learners’ problem-solving abilities for industry sectors participating in this project.
Methodology:
The project’s research methodology features:
- participative action research to identify and solve any e-assessment challenges and refine innovative e-assessment processes
- case studies to collate strategies for the guidelines
- collation of naturally-occurring evidence and formative assessments through the use of note taking/tracking software
- ePortfolios to collate multimedia evidence
- learning support and assessments through role-plays and simulations in virtual environments and virtual reality platforms.
The vocational programmes included in the project are construction/infrastructure (carpentry, quantity surveying), manufacturing/technology (aeronautical engineering, automotive, fabrication) and services (hospitality).
Team
![ara](/assets/Organisation-logos/ara__FillWzI1MCwyNTBd.png)
Dr Selena Chan
Research lead
Ara Institute of Canterbury![ara](/assets/Organisation-logos/ara__FillWzI1MCwyNTBd.png)
Nathan Walsh
Team Leader
Ara Institute of Canterbury![ara](/assets/Organisation-logos/ara__FillWzI1MCwyNTBd.png)
Andre de Roo
Ara Institute of Canterbury![ara](/assets/Organisation-logos/ara__FillWzI1MCwyNTBd.png)
Keith Power
Ara Institute of Canterbury![ara](/assets/Organisation-logos/ara__FillWzI1MCwyNTBd.png)
Cheryl Stokes
Ara Institute of Canterbury![ara](/assets/Organisation-logos/ara__FillWzI1MCwyNTBd.png)
Drayton Brensell
Project Advisor
Ara Institute of Canterbury![ara](/assets/Organisation-logos/ara__FillWzI1MCwyNTBd.png)
Stefan van der Busse
Project Advisor
Ara Institute of Canterbury![NMIT](/assets/Organisation-logos/NMIT__FillWzI1MCwyNTBd.png)
Aaron Lyster
Team Leader
Nelson-Marlborough Institute of Technology![NMIT](/assets/Organisation-logos/NMIT__FillWzI1MCwyNTBd.png)
Stuart Campbell
Research Mentor
Nelson-Marlborough Institute of Technology![Te Tapuae o Rehua](/assets/Organisation-logos/Te-Tapuae-o-Rehua__FillWzI1MCwyNTBd.png)
Kym Hamilton
Team Leader
Te Tapuae o Rēhua![Te Tapuae o Rehua](/assets/Organisation-logos/Te-Tapuae-o-Rehua__FillWzI1MCwyNTBd.png)
Jessica Templeton
Te Tapuae o Rēhua![unitec](/assets/Organisation-logos/unitec__FillWzI1MCwyNTBd.png)
Kamuka Pati
Team Leader
Unitec Institute of Technology![unitec](/assets/Organisation-logos/unitec__FillWzI1MCwyNTBd.png)
Christopher Lovegrove
Unitec Institute of Technology![unitec](/assets/Organisation-logos/unitec__FillWzI1MCwyNTBd.png)
Lee Baglow
Unitec Institute of Technology![unitec](/assets/Organisation-logos/unitec__FillWzI1MCwyNTBd.png)
Alan Warburton
Unitec Institute of Technology![unitec](/assets/Organisation-logos/unitec__FillWzI1MCwyNTBd.png)
Leni Fifilata
Unitec Institute of Technology![unitec](/assets/Organisation-logos/unitec__FillWzI1MCwyNTBd.png)
Dr. Mary Panko
Research Mentor
Unitec Institute of Technology![unitec](/assets/Organisation-logos/unitec__FillWzI1MCwyNTBd.png)
James Oldfield
Project Advisor
Unitec Institute of Technology![unitec](/assets/Organisation-logos/unitec__FillWzI1MCwyNTBd.png)
JJ Purtal
Project Advisor
Unitec Institute of TechnologyStatus
Funding
$197,100.00 (excl GST)
Key Findings
The project developed a series of guidelines which can be used as a framework to support the development, implementation and evaluation of e-assessments for learning within vocational education.
The guidelines are organised on curriculum development principles:
The selection and development of curriculum through learning design
- Align graduate profile and learning outcomes to assessments for learning
- Explore and identify the difficult to articulate, undescribed learning outcomes required by learners to ‘become’
- Match e-tool(s) to learning outcome(s), with emphasis on enabling the ‘hidden’ multiliteracies and modalities of learning
Deployment of learning interventions using technology
- Ensure teaching team capability
- Prepare the learner
- Make learning overt
- Leverage off learning analytics, for both teachers and learners
Implementation of the support stage as learning progresses
- Review after each iteration
- Scaffold learner capability to use e-feedback so that it becomes personalised to their own learning
An evaluative stage to ensure the next iteration meets learning needs.
- Re-evaluate holistically the learning goals, the e-tool(s) and the resulting learning
- Keep up with the play on e-tools and their capabilities to support e-feedback
The introduction, literature, methodology, findings and more from the project, 'Guidelines for developing and using e-assessments with vocational learners'.
- 30 July 2019
An overview of the project and guidelines for tutors who develop and use e‑assessments with vocational learners.
- 14 October 2019