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The LINA project (Learning with Interactive Assessment)

There are several initiatives in the Learning with Interactive Assessment (LINA) project, as this...

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Ingrid Nix
12 March 2010

There are several initiatives in the Learning with Interactive Assessment (LINA) project, as this poster outlines. The following outlines some of the innovations developed.

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LINA: Narrative within sequences

 

Description

One strand of development allows learners choice in selecting questions based on their self-assessment of how competent they feel in the topic being practised. So far, e-assessment follows a linear path, with one question following another in a numerical sequence containing clusters of questions and question types of mixed difficulty. LINA presents the question sequence as a ‘continuum’ of formative questions which progress from easier to more difficult. The student selects the question according to how competent and confident they feel – skipping questions to start later in the sequence or returning to earlier questions, as they prefer. In addition, the question sequences are linked by narrative scenarios to make the activities more meaningful to practice-based students and to motivate students to engage.

Innovation

Addressing the challenge of developing iCMAs for a discursive discipline instead of a ‘science’ subject, in one example, the narrative scenario focuses on developing a care plan for a service user, aimed at social work students. The series of contextualised questions are aimed at developing a deeper understanding of steps in a process; in addition, the context might be useful for aiding recall of information and, in this case, prompting reflection on work-practice situations.

LINA: Confidence indicator tool

 

Description

A confidence indicator tool has been trialled in LINA. The student is asked to rate how confident they are that the answer they are about to submit is correct.  The confidence rating affects the score they receive: if they indicate high confidence and they are correct  they get the highest score. Conversely, if highly confident but the response is incorrect, they are penalised with a negative score ,.

 

Confidence
level

Marks
Attempt 1

Marks
Attempt 2

Marks
Final Attempt Correct

Marks
Final Attempt Incorrect

Low

2

1

0

0

Medium

3

2

1

-1

High

5

3

-1

-2

Select

-2

-2

-2

-2

Confidence indicator marking scheme

Innovation

The confidence indicator tool is innovative within the OU because it introduces to e-assessment  a prompt to stimulate a reflective process.

 

Where confidence is an important element in learning or in practice – perhaps because the student will need to feel confident in a practice area, such as in nursing or social work – a tool such as this foregrounds the importance of the student’s ability to accurately self-assess their knowledge and understanding of a situation when engaged in  making decisions.

The LINA Learning Log

Description

The learning log captures the student pathway, the responses they have given, and scores. After each question students have the opportunity to type notes, for example to comment on a question or feedforward notes to themselves. Students can refer to the log to check their score and review their reflections, making it a useful resource to return to later.

Innovation

The learning log supports the notion that formative assessment might be referred back to by students, and so adding their notes to the questions they have attempted might provide a valuable resource. While not an example of assessment itself, it is an approach that might be considered for potential integration into a variety of e-assessment developments.


 

 

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