Month: May 2022

The future of exams

We are now in the exams season with students all over the world sat in exam halls with pen (and pencil) and paper, completing their GCSE and A-Level exams.    5 years ago, it was the same, 10 years ago, 20 years ago, in fact I suspect we could go back over 100 years at we would see a similar scene of rows of students sat taking paper-based examinations.    Isnt it about time we looked at a more modern solution to the need for terminal exams?

Computer Based Testing – Challenges

One of the big challenges in any computer-based examination solution would be the requirement for schools and colleges to have large numbers of computers available for students to use in taking their exams.   If we are simply substituting the paper test for an electronic test, where all students across the country are expected to sit the same exam at the same time, I feel this problem will be difficult for schools and colleges to resolve especially with core subjects like Maths and English.   

We could as an alternative look to allow the taking of tests using students own devices however equally this is problematic as students will not have equal access to equipment and in some cases might not have access to a suitable device, plus there would be concerns in relation to cheating where students are using their own equipment.  We saw some of these issues, particularly in relation to access to technology during the pandemic.

Remote Invigilation or proctoring

There is also a question as to whether we even need to get students into a common location.    Following the pandemic where a lot of teaching went to using online tools and video is it possible to use the same technologies to allow students to take their exams remotely in their own time.    I myself experienced this only a few years ago when doing a Cybersecurity exam which involved remote proctoring and someone monitoring my exam efforts via my web camera.   This might be another option that could be considered however the potential safeguarding implications would need to be considered.

Adaptive Testing

The use of adaptive testing might be another solution here as in this situation the students do not necessarily do the same questions.   The questions are selected from a pool with the adaptive testing solution then selecting subsequent questions based on how the students do in each question.    Using adaptive testing we wouldn’t be as worried about all students sitting the same test at the same time, given the students wouldn’t be receiving the same questions.    As such schools could use their available IT resources over a period of time to allow students to access the relevant tests.   The challenge, I suspect, with adaptive testing will be convincing parents and students that it is fair.  Fairness is easy to point to where all students do the same test at the same time but not so easy where they are doing different questions at different times.

And do we need knowledge based final assessment

We also need to question whether there is still the need for the final assessment of students.   For some students it is an opportunity to show all they have learned, but for others it is a massive stress and a negative impact on their wellbeing.   I have long been a supporter of vocational qualifications based on ongoing assessment throughout the course rather than the heavily weighted final exams of so called “academic” qualifications.   

Additionally in a world where we routinely use technology tools such as google to search for answers and solutions, should we actually be considering how such technology might have a place in future exams, rather than banning such devices from exam halls.

Conclusion

I don’t have an answer for this challenge;  Any change is likely to be difficult especially after over 100 years of terminal exams.    It is however noteworthy that a number of examination bodies are actively looking and trialling alternative digital exams solutions.

Here is another example of where the pandemic has fuelled an exploration of future solutions.    I suspect however it will be some years, maybe 10 or more, before any real change happens, although I hope it happens sooner.

Tech in education: Investment

One of the big challenges with technology in education is going to be investment.  For example, some schools are in inner city locations where access to internet infrastructure is easy.   Others however exist in rural locations where access to appropriate broadband internet is not easy, or in some cases, not possible to come by.    There will also be schools which have planned the replacement of network and server infrastructure on a regular basis where others have not.

Going forward, as there is little achieved in looking back on why things arent as developed as they could be, the key things in my view are:

  1. Investment

Looking generally across all schools and colleges it is reasonably clear that there is a need for investment.  There are schools which lack some of the basics where other schools are streets ahead.   But even across the board there is an opportunity to invest and drive things forward making sure our schools and colleges are set for the future.

  • Sustainability

And this is critical.  Investment cannot be seen as a one-shot deal.   We cant simply invest in devices or infrastructure in the next year and consider it job done.   Any investment must include planning and provision for the replacement of devices and infrastructure, plus the ongoing upgrade as based on the changing needs at the time.   I remember laptops for teachers and the benefits it brought, followed by the issues presented when the centralised funding wasn’t there when the devices came to need replacing.  We cannot repeat this, so any plans must be longer term plans.

  • Support and training

We also need to acknowledge that the technology has to work, and in meeting this requirement there needs to be adequate support.   IT Services teams in schools and colleges need to be put in place to ensure that the technology works on a day to day basis plus need to be there to resolve issues when things go wrong.    And in line with the need for technology to simply work, the teaching staff using the technology need to have the relevant skills and experience to know how and also when to use it.   This is about ensuring training is provided but also that opportunities exist for the continual professional learning and sharing required to make the best us of ever-changing technology solutions.

Conclusion

To get all schools and colleges to the same point, where they all can realise the same potential in the use of technology is a major piece of work.   Schools are at various stages on this journey.    As such the best approach for all is not to seek to make this potentially significant jump but instead to focus on the smaller steps, the little changes in practice and tech use, in the short term, which form part of what will be a big journey over the longer timeline.    Let’s start now, do what we can, collaborate, share and petition those who can support us to ensure all schools can improve in their potential to use technology in teaching and learning.

Data protection and modelling

While at the School and Academies Show one of the discussions I had focussed on general EdTech and the need for teachers to model appropriate digital, including cyber security, behaviours for students. As the discussion progessed it then moved over to the topic of data protection, and I think this hit a chord with me.

Seeking solutions

The pandemic has required us to be agile in quickly finding solutions for issues, ways to engage learners and bring about the best learning experiences where students are either all online, away from the classroom, or where we have a hybrid situation, with some in the class and some not.   The issue is that the resulting search for solutions has led to tools, which may have pedagogical benefit being adopted which the due diligence as to data protection.

All staff need to appreciate that where signing up to an online service they are giving away some data.   It might seem as simple as an email address and password, but the reality is most services will also look at IP addresses, which gives away some rough geographical information, plus information on the device being used such as the browser, device type and operating system.   Then dependent on the nature of the service itself, they will then gather further data as provided by us, but also in relation to when we access a service and how often, and also which others in similar geographical areas, based on IP address, tend to access the service at the same time.

And this is all before, as a teacher, I then get students to sign up for the same service as it is useful in the teaching of my given subject or a specific topic.   So now, students are also giving away data but at my request.

Data Protection and GDPR

I think part of the issue here is that all staff are not IT experts or data protection experts.   But yet we all sign up to services which in effect gather the data we provide, and some data we don’t quite realise they are gathering.    For me the issue here is that, although we may not be experts, we need to exercise some care in relation to data protection.    Now this might be simply looking at the privacy policy for anything which seems out of place.   It might be seeking support from the IT team in a school, or seeking support of educators the world over via twitter or other forums.   The key thing is we cant simply sign up without given some consideration to the risks and implications of doing so.

Now those in the data protection world may see the above as not going far enough, they may state GDPR UK or other legislation however the reality, in my view, is most things boil down to risk based decision making.    The role of a school is not to be as secure in its data protection as a bank or other highly regulated industry, but to facilitate learning.   So there are some trade offs, where learning takes the priority and some risks are accepted, and hopefully, mitigated as much as is possible.

Conclusion

I think all schools need to spend some time discussing the implications of signing up for online services, and to data sharing with all staff.   We can’t hope to make them experts but we can hope to educate them enough to give some reasonable consideration to the implications of their actions in signing up for a service, or where getting students to sign up for an online service.  Its about doing all we can to reasonably facilitate good data protection based decision making and behaviours, in both staff and through modelling, in students.

Deleting TikTok (again!)

I recently deleted TikTok from my phone for what I think is the third time.   The issue is I find myself rather hopelessly flicking through the videos, particularly the funny pet videos and comedy videos.   Now normally it is in a moment of spare time that I think it is worth having a look at TikTok, however time then seems to fade away as I get engrossed and the couple of minutes of video viewing turns into 30mins or more.

Why does this happen?

I am not a psychologist or sociologist or other “ist” who can provide a scientific theory on this but I would like to share my own ideas on why this happens.    Firstly, I think part of it is the multi-sensory nature of TikTok, with visual and audio content from the videos themselves, combined with the tactile nature of flicking through the videos.   I also think the act of flicking through the videos helps to keep people engaged due to requiring user action.

There is also the very purposely designed short nature of the videos, often with a conclusion or series of amusing events.    The short nature of videos limits the requirements for focus or concentration, while the conclusion is likely to deliver the fun or pleasurable moment at the end of the video. 

So limited amount of focus needed combined with near instant gratification, or I engage and swipe onto the next video.  Basically TikToks design is to be addictive and habit forming, offering little cognitive load but delivering enjoyment at the conclusion of every little short video.

Why delete it?

There is a lot of talk of how social media companies should be responsible and look at how addictive their platforms are especially for younger users however I also think we all as individuals need to also take some responsibility.     In my case my approach to this is to delete the app as I cant trust myself to use TikTok sparingly.    I could alternatively make us of app timers or similar to limit my usage of the app to a certain amount of time per day, however given the overall value of TikTok to me I have decided that this isnt appropriate.  I will however note, I suspect young users will find such an act of self-discipline even more difficult than I found it.

I think we need to acknowledge that the key aim, from a business perspective of the various social media applications, including TikTok, is to maximise the number of people of their platform and to maximise the time people spend on their platform.   As such it pays to make it addictive.

Conclusion

Am not sure my life will be that much worse off without TikTok but in a world where we often complain of not having enough time, and where we cannot invent or create more time (Note: am not sure that actually having 26hrs in a day would provide that much benefit as I suspect our current activities would just grow to fill the additional space), being able to free up some time by preventing myself from going down the TikTok rabbit hole can only be a good thing.

Or at least until I suffer a moment of boredom, depression or just simply human weakness, and reinstall TikTok once more, just to make sure I don’t miss out on a cat falling off the back of someone’s couch, or a dog comically bounding into a swimming pool.