Education in digital age – Paradigm Shift

• Video introduction(12 min) • ICT in education – Paradigm Shift (15 min) • Implication for African Universities and Schools? – Free software – Leapfrog • ICT – New Technology in Assessment (intro) – Quiz, examination, evaluation Current and Emerging IT Trends In E-Testing/E-Assessment

Presenter Beza Belayneh Johannesburg [email protected] Four Sessions

• Session 1 – Impact of ICT on education and assessment • Session 2 – E-assessment – Definition theory, concept, effectiveness • Session 3 – E-assessment tools, technologies • Session 4 – E-assessment security Your digital immigrant facilitator

Beza B Workshop resource link http://www.bezaspeaks.com/easse ssmentafrica • Change is happening in education….. Is education 1.0 ready for Web2.0 students?

– John Thompson

http://m.ocdn.eu/_m/ba62c7c60cf62c4ea692bb217638ce7b,61,1.jpg From: Digital Learning Design by Anne Whaits Available athttp://www.slideshare.net/awhaits/digital-learning-design-14444623 How is the context of learning changing?

To what extent are you as teacher/school responding innovatively? Adaptively? Transformatively?

What excites or concerns you about educational technology and its impact on learning design?

From: Digital Learning Design by Anne Whaits Available athttp://www.slideshare.net/awhaits/digital-learning-design-14444623 What mode of communication shaped your life?

• Innovations in communication technology cause cultural change • Changes in modes of communication shape human life • We shape our tools and they in turn shape us – Couros, 2003: 12 http://wwwdelivery.superstock.com/WI/223/1527/PreviewComp/SuperStock_1527R-1125489.jpg Our students are no longer little versions of us…

We need to look beyond or 20th century knowledge or training to guide them… http://www.flickr.com/photos/serenaconnelly/4578557276/in/faves-11607028@N08/ https://edutechdebate.org/ict-in-schools/there-are-no-technology-shortcuts-to-good-education/

We need a new learning space for our digital natives The Who? http://www.flickr.com/photos/crimsonninjagirl/255685793/in/faves-11607028@N08/ Net Generation

From: Teaching with technologies, Myths and Realities by Barry Dahl Lake Superior College (http://www.slideshare.net/barrydahl/teaching-wtechnology-myths-elgincc-2009) Nexters

From: Teaching with technologies, Myths and Realities by Barry Dahl Lake Superior College (http://www.slideshare.net/barrydahl/teaching-wtechnology-myths-elgincc-2009) Generation Y

From: Teaching with technologies, Myths and Realities by Barry Dahl Lake Superior College (http://www.slideshare.net/barrydahl/teaching-wtechnology-myths-elgincc-2009) Generation Why

From: Teaching with technologies, Myths and Realities by Barry Dahl Lake Superior College (http://www.slideshare.net/barrydahl/teaching-wtechnology-myths-elgincc-2009) Generation Now

From: Teaching with technologies, Myths and Realities by Barry Dahl Lake Superior College (http://www.slideshare.net/barrydahl/teaching-wtechnology-myths-elgincc-2009) iGeneration

From: Teaching with technologies, Myths and Realities by Barry Dahl Lake Superior College (http://www.slideshare.net/barrydahl/teaching-wtechnology-myths-elgincc-2009) Google Generation

From: Teaching with technologies, Myths and Realities by Barry Dahl Lake Superior College (http://www.slideshare.net/barrydahl/teaching-wtechnology-myths-elgincc-2009) Nintendo Generation

From: Teaching with technologies, Myths and Realities by Barry Dahl Lake Superior College (http://www.slideshare.net/barrydahl/teaching-wtechnology-myths-elgincc-2009) Screenagers

From: Teaching with technologies, Myths and Realities by Barry Dahl Lake Superior College (http://www.slideshare.net/barrydahl/teaching-wtechnology-myths-elgincc-2009) Digital Natives

From: Teaching with technologies, Myths and Realities by Barry Dahl Lake Superior College (http://www.slideshare.net/barrydahl/teaching-wtechnology-myths-elgincc-2009) Listening to the Natives is better than Waiting for the Barbarians. Digital Natives are native speakers of technology, fluent in the digital language of computers, video games and the . Digital Immigrants have adopted many aspects of technology, but we retain an ‘accent’ because we still have one foot in the past. http://www.flickr.com/photos/acroamatic/387726242/in/faves-11607028@N08/ – Marc Prensky (2005:8) When we play games we rapidly solve abstract problems… while being continually assessed … and often working collaboratively. ~ Graham Brown-Martin Digital Native

• Born after 1980 • First generation to grow up with current technology

• Native speakers of the language of computers, video games, cell phones Before entering college

• > 250,000 emails • >10,000 hours talking on cell phones • >10,000 hours of playing video games • >20,000 hours watching TV

Millennials

Some Debate

Millennials/digital natives have different learning styles and preferences; therefore require a different approach to “Academic form of education moral panic” - many generalizations and no data to suggest that academic outcomes suffer with current approaches But (limited) data does suggest....

http://edorigami.wikispaces.com/Understanding+Digital+Children+-+Ian+Jukes

http://tinyurl.com/c9vbqa4 http://www.shiftisgood.com/harrison-kohn-relaunches-as-shift This is especially true for education. Once upon a time the book revolutionised education… now?

… using technologies that have not been invented yet in order to solve problems we don’t even know are problems yet - Shift happens 2012 http://chriswondra.com/2007/12/17/paradigm-shift-ahead-learning-just-got-heroic/ Break out the comfort zone Into THE ZONE http://decidingedge.com/technology/digital-revolution/ http://www.flickr.com/photos/louish/5625592927/ We shouldn't expect "out of the box" thinking when we only employ "in the box"

teaching. Tom Whitby

From: Joquetta Johnson, Library Media Specialist Milford Mill Academy Available at http://www.slideshare.net/accordin2jo/whats-in-your-technology-toolbox-5438548 Todays' students are no longer the people our education system was designed to teach

http://www.flickr.com/photos/mister-mac/7309103230/sizes/k/in/faves-11607028@N08/ We are family http://pro.corbis.com

From: Learning in a digital Age: Myth and Reality by Steve Wheeler Available at http://www.slideshare.net/timbuckteeth/learning-in-a-digital-age-myth-and-reality Wii are family!

http://wiifitnessdepot.com

From: Learning in a digital Age: Myth and Reality by Steve Wheeler Available at http://www.slideshare.net/timbuckteeth/learning-in-a-digital-age-myth-and-reality We learn by teaching

http://campussolutionsinc.com/tag/reach-college-students/

From: Learning in a digital Age: Myth and Reality by Steve Wheeler Available at http://www.slideshare.net/timbuckteeth/learning-in-a-digital-age-myth-and-reality In the times of rapid change, learners inherit the Earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists…. Eric Hoffer

http://www.flickr.com/photos/ogwrnsk/502008278.. Edu1.0 meets Web2.0

http://blog.aeseducation.com/blended-learning/ http://www.flickr.com/photos/7815007@N07/6875671556/ http://www.flickr.com/photos/54636583@N07/5171536863/in/faves-11607028@N08/ personalised learning self-directed, self-directed, Facilitate Balance structure and learning autonomy (Drexler, 2010:370) Instructivism Constructivism Connectivism Teacher-centred Facilitating Guiding self directed, and most talking learning through inquiry-based and thinking done active student learning through by teacher engagement collaborative learning Passive students Constructing environments & listening to knowledge and digital learning knowledge learning through media. Connected dissemination experience and networked learning & Social Constructivism knowledge building

From: Digital Learning Design by Anne Whaits Available athttp://www.slideshare.net/awhaits/digital-learning-design-14444623 www.shutterstock.com Source of SAMR model of technology integration: Dr Ruben Puentedura From: Digital Learning Design by Anne Whaits Available athttp://www.slideshare.net/awhaits/digital-learning-design-14444623 http://www.hippasus.com/rrpweblog/ Learning best occurs when multi- modal contexts are enabled. We cannot justify pigeon holing students into single mode learning.

I hear, I know 1 1 0 2

Deeper Cognition , y t i

Auditory s r

Learning e v i n U

h t u o m y l P

, r e l e e h W Visual Kinaesthetic e v e t S

I see, I remember I do, I understand Memory Meta Cognition

http://www.slideshare.net/timbuckteeth/redesigning-learning-spaces-for-a-digital-world From: Digital Learning Design by Anne Whaits Available athttp://www.slideshare.net/awhaits/digital-learning-design-14444623 http://education-2020.wikispaces.com/21st+Century+Learning Source Tony Gurr: http://allthingslearning.wordpress.com/2011/12/10/will-the-real-4cs-please-stand-up-again/ • http://www.polleverywhere.com – Do a general poll and discuss results • 5 polls (5 key questions – Do you use any form of e-Assessment – Do you experience challenges New tools of the trade

From: Joquetta Johnson, Library Media Specialist Milford Mill Academy Available at http://www.slideshare.net/accordin2jo/whats-in-your-technology-toolbox-5438548 If the only tool you have is a hammer, you tend to see every problem as a nail. Abraham Maslow

From: Joquetta Johnson, Library Media Specialist Milford Mill Academy Available at http://www.slideshare.net/accordin2jo/whats-in-your-technology-toolbox-5438548 We must educate the students we have, not the student we used to have, nor the student we wished we had. We must adapt to today's student, not them adapting to us. We must adapt to their world of today's 21st century technology. We cannot teach like we've taught forever anymore. We must change ourselves to adapt to their world. They are hyper-communicators and must "power down" just to go to school. http://teacherlingo.com/blogs/sharingtechnology/archive/2008/02/23/using--in-the-classroom.aspx From: Joquetta Johnson, Library Media Specialist Milford Mill Academy Available at http://www.slideshare.net/accordin2jo/whats-in-your-technology-toolbox-5438548 Session 2 Deploying effective e-assessment

• Concept & Definition – Assessment – Categories of Assessment • Formative Vs. Summative • Assessment for Learning Vs. Assessment of Learning • Challenges of current assessment • e-Assessment • E-Portfolio • Comparison of e-Assessment & e-Portfolio Engaging your “Digital Native” Learner •Strategies for Educators Burning Questions

Do you use eAsssessments currently?

• A No • B Yes – Self paced learning • C Yes – Blended Learning • D Yes – Virtual Classrooms Burning Questions

I use the following in my assessments

• A Video and Audio • B Group Work/Collaboration • C Problem Solving/Case Studies • D Peer Review • E Some or all of the above • F Online quiz/tests The Two Parts to e-Assessment

1. The ‘e’ component; 2. The ‘assessment’ Assessment

Common Challenges of Assessment

• Timely feedback • Designing appropriate assessments • Workload • Culture and change • Institution and programme • Implementation

www.rsc-yh.ac.uk September 12, 2013 | slide 67 What is Assessment?

If students learned what they were taught, we would never need to assess;

The full article can be read at: http://www.dylanwiliam.net/ Papers 04 - 11 • Assessment is the bridge between teaching and learning—it is only through assessment that we can find out whether what has happened in the classroom has produced the learning we intended.’ What is Assessment? 1. To assist learning;

2. To determine the effectiveness of the education system.

Available at: http://www.jisc.ac.uk/publications/programmerelated/2007/pub_eassesspracticeguide.aspx Assessment

‘Assessment is the process of generating evidence of student learning and then making a judgement about that evidence’ Elliott (Web 2.0) Paradigm shift in assessment

• Assessment that encourages learning fosters motivation by emphasising progress and achievement rather than failure.’ ‘ • The purpose of formative assessment is to help with learning, while that of summative assessment is to judge what has been learnt. It is possible for an assessment to have both formative and summative aspects’ (p. 467). Russell et al 2006 (VLE/CMC distance education)

(Assessment for learning - assessment Reform Group 2002)

Shortcoming of the current assessment system

Motivations for e-assessment uptake

Change Change

Assessment and the Instructional Design Process

9Include assessments are part of the ID process 9Align assessment strategy with learning outcomes (i.e. “teach to the test”) 9Consider using Bloom’s Taxonomy as a guide 9Include a blend of formative and summative assessments 9Include student and teacher feedback Assessment in 21st Century

Existing models of assessment are typically at odds with the skills, knowledge, attitudes and characteristics of self-directed and collaborative learning that are increasingly important for our global economy and fast changing world.

New assessments are needed that measure these skills and provide information that is needed by students, teachers, parents, administrators, and policymakers to catalyze and support systemic education reform.

These assessments should engage students in the use of technology and digital resources and the application of a deep understanding of subject knowledge to

solve complex, real world tasks and create new ideas, content, and knowledge.

Intel, , and Cisco Education Taskforce Transforming Education: Assessing and Teaching the Skills Needed in the 21st Century A Call to Action

• Now the e part of e-assessment Why change assessment

• Technology has changed life • People need new skills

www.rsc-yh.ac.uk September 12, 2013 | slide 85 E assessment

Where did we start: • On-screen testing, eportfolios as repositories, voting systems, online submission

Where are we now: • Interacitvity, differentiated feedback, use of Web 2.0 technology, multimedia,

Where are we going:

www.rsc-yh.ac.uk September 12, 2013 | slide 86 WHAT IS E-ASSESSMENT?

E-assessment is the use of digital devices to assist in the assessment of student learning. Where can it be used

Diagnostic • Introductory low stakes tasks which enable: Formative • Low stakes tasks designed primarily to improve Summative • High stakes tasks used primarily for progression • and certification purposes. Why e-assessment

1. Efficiency • timeliness for student access • flexible delivery for students • automatic processing of responses • reliability in storage of responses • effective storage and distribution of grades 2. Effectiveness • immediate feedback for students • analysis of question validity • new question types Benefits of e-assessment

3. Authenticity • access to people and resources • able to simulate real world • students can perform complex tasks 4. Engagement • multimodal formats for students • able to use virtual worlds and role plays • able to use self and peer review • facilitate group tasks Benefits of e-assessment 1. Efficiency 2. Effectiveness 3. Authenticity 4. Engagement. What is e-Assessment?

Activity 1: What does e-Assessment mean to you?

. E-assessment - Definition

• Digital Teaching Tools for evidence gathering in the blended learning environment • JISC (2007) define e-Assessment as: • ‘the end-to-end electronic assessment processes where ICT is used for the presentation of assessment activity, and the recording of responses’ (p6). Different Definitions of e-Assessment Definition Source E-assessment the use of information Wikipedia: http://en.wikipedia.org/wiki/E- technology for any assessment-related assessment activity.’ E-assessment as a single term describes a range of learning and assessment activities that have distinct e-Assessment Association: meanings in their own contexts e.g. http://eaadev.ecomscotland.net/e- electronic marking, online assessment, assessment-toolkit computer-aided assessment and direct on-screen testing are all referred to as e- assessment.’ HíAssessment is often seen as providing a partial solution to providing cited in Effective use of VLEs: assessment for increasing numbers of http://www.jiscinfonet.ac.uk/InfoKits/effect students and declining staff to student ive-use-of-VLEs/index_html ratios (Sim et al., 2004). Definition of e-Assessment

‘the end-to-end electronic assessment processes where ICT is used for the presentation of assessment activity, and the recording of responses’ (p6).

Available at: http://www.jisc.ac.uk/publications/programmerelated/2007/pub_eassesspracticeguide.aspx The ‘e’ of Assessment

There are different methods of assessing online as summarised below:

http://www.scribd.com/doc/461041/Assessment-20 E-Assessment

• Driver for Assessment for Learning • Formative Assessment Challenges

• Technology • Resources • Management How can the use of technology be encouraged to facilitate electronic assessment? • Encourage e-assessment strategies to be developed in HE and FE establishments • Promote good assessment design through research and training and sharing of question banks • More buy-in at the strategic level in HE and FE • Provide learners with the means to self and peer assess on demand for any aspect of their course • e-Assessment to fit with mobile technology usage • Examples of good practice required • The development of any generic e-assessment engine should be free or low cost, robust, flexible and designed from a pedagogical standpoint • Funding needs to be available to implement facilitative strategies Effective e-Assessment

• Can offer new possibilities for immersion and interactivity

• Has the potential to facilitate enhanced social interactions

• Can begin to resemble games and role-playing

• Can facilitate the exposition of advanced skills and capabilities

www.rsc-yh.ac.uk September 12, 2013 | slide 100 Strategies for effective E-assessment - Developing balanced e-tests Bloom’s revised Taxonomy Bloom’s digital taxonomy Challenges of Assessment Bloom’s Revised Taxonomy

Verbs Bloom’s Taxonomy Potential Activities

Change, compare, generate Story, treatment, game, hypothesize, create, devise Creating framework, algorithm

Argue, assess, debate, rate Critique, opinion, appraise, judge, justify Evaluating recommendation, report

Advertise, analyze, compare, Chart, plan, questionnaire, contrast, organize, examine Analyzing summary, survey

Classify, demonstrate, Interview, model, build, illustrate, use, show, execute Applying simulation, presentation

Describe, define, compare, Drawing, summary, discuss, explain, outline Understanding paraphrase, peer teach Recall, list, name, recognize, Definitions, fact charts, lists, state, write, tell, locate, find Remembering recitations, work-sheets

Adapted from “Bloom’s Bakery, An Illustration of Bloom’s Taxonomy” by Argiro, Forehand, Osteen, & Taylor (2007) Bloom’s Taxonomy

Assessment Categories

Formative Assessment Summative Assessment Self & Peer Assessments Midterm / Final Exam Surveys Quizzes Journals Standardized Tests Blogs Final Grades Wikis Final Presentations Discussion Boards Term Papers

E-assessment perspective from the above categories Emerging trends, practice and technologies

• E-Assessment System • E-Portfolio

• Towards a Balanced Assessment System Where are we going?

• Interactive use of eportfolios • Simulations and online scenarios • Feedback by audio, video and digital ink annotation • Large screen handheld devices • Students own devices • Choice of format and timing

September 12, 2013 | slide 108

e-Portfolio Definition

• a collection of authentic and diverse evidence, • drawn from a larger archive representing what a person or organization has learned over time • on which the person or organization has reflected, and • designed for presentation to one or more audiences for a particular rhetorical purpose. Which approach should you take?

• Are you looking for an electronic portfolio… • Or an assessment management system? • What’s the difference? Along a Continuum E-Portfolio Vs. E-Assessment Electronic Portfolio or Assessment Management System?

Electronic Portfolio Assessment Management System Multiple purposes: Learning, Single purpose: Formative and Assessment, Employment Summative Assessment Data structure varies with tools used Data structure most often uses a to create the portfolio; common data relational database to record, report formats (converted to HTML, PDF) data Primary type of data: qualitative Primary type of data: qualitative and quantitative Data storage in multiple options: Data storage primarily on LAN or on CD-ROM, videotape, DVD, WWW secure WWW server server, LAN Visual design and hyperlinks often Visual design and hyperlinks most under control of portfolio developer often controlled by database structure Learner choice of artifacts Institutional choice of artifacts Learner-Centered Institution-Centered Electronic Portfolio or Assessment Management System? QuickTime™ and a Handout TIFFare (Uncompressed) needed to see this decompressor picture.

Emerging Tools for e-Assessment Unpacking the Tools

From: Joquetta Johnson, Library Media Specialist Milford Mill Academy Available at http://www.slideshare.net/accordin2jo/whats-in-your-technology-toolbox-5438548 http://maps.playingwithmedia.com/

From: Digital Learning Design by Anne Whaits Available athttp://www.slideshare.net/awhaits/digital-learning-design-14444623 www.shutterstock.com From: Digital Learning Design by Anne Whaits Available athttp://www.slideshare.net/awhaits/digital-learning-design-14444623 www.shutterstock.com From: Joquetta Johnson, Library Media Specialist Milford Mill Academy Available at http://www.slideshare.net/accordin2jo/whats-in-your-technology-toolbox-5438548

2013

Mobile phones are banned in most schools because...

...they are distracting and disruptive. The phone becomes the focus of attention, inappropriate images/videos can be taken and sent, leading to invasion of privacy and loss of teacher control!

http://i.dailymail.co.uk From: Learning in a digital Age: Myth and Reality by Steve Wheeler Available at http://www.slideshare.net/timbuckteeth/learning-in-a-digital-age-myth-and-reality 2013 BYOD/T: Mobile Phones should be banned?

http://www.e-forwards.com/2011/09/back-to-school-best-quotes-about-education-and-school-days/teaching-today-amazing-7-3/ http://www.flickr.com/photos/mcleod/3340500017/ BYOD - Personaltechnologies When we ban young people from using their mobile devices, we prevent them from communicating and learning in ways that are meaningful to them.

From: Learning in a digital Age: Myth and Reality by Steve Wheeler http://farm1.static.flickr.com/117/291379959_594fa8ef70.jpg Available at http://www.slideshare.net/timbuckteeth/learning-in-a-digital-age-myth-and-reality Cell phone Myths and Potentials

• Too solitary • Leverage device and collaborative culture • Irresponsible / • Teachers digital inappropriate use citizenship • Theft • Keep on person • Knowledge with the • Willingness to learn teacher from the students • Loss of control • Use to maintain control

Tolll: www.slideshare.net/tolll/byod-14682745 http://www.flickr.com/photos/pkmousie/4379574834/

IV. Samples

A. Ready-made materials: a. English media lab http://www.englishmedialab.com/beginnerq uizzes.html

b. English learner http://www.englishlearner.com/tests/

STTF2008 • http://www.polleverywhere.com/ c. Teaching English http://www.teachingenglish.org.uk/try/reso urces/quizzes d. Using English http://www.usingenglish.com/quizzes/ B. Online quiz makersz1 a. Hotpotatoes; can be downloaded from: http://hotpot.uvic.ca/index.htm#downloads

Tutorial available at: http://hotpot.uvic.ca/wintutor6/tutorial.htm Slide 137 z1 zoubair, 6/30/2008 b. Using Easy testmaker http://www.easytestmaker.com/user/GetSta rted.aspx#create_test c. Closure http://clozure.trainingo2.net/

• Features – Simple – Anonymous (paid for version has tracking) – Unlimited no. of questions – Spontaneous or planned – Can integrate with Moodle

September 12, 2013 | slide 139 Mentimeter

• https://www.mentimeter.com • Vote at http://www.vot.rs/

September 12, 2013 | slide 140 Infuse learning

• http://teacher.infuselearning.com/ • http://student.infuselearning.com

September 12, 2013 | slide 141 Socrative

• Web address http://www.socrative.com/quizzes • Spontaneous questions e.g via PowerPoint • Quizzes • MC, T/F, short answer • Games option • Tracking • Exit ticket

September 12, 2013 | slide 142 Quiz Slides

• Create Powerpoint slides with questions/images – Must save as file as ppt not.pptx • Multiple choice questions only (up to 40 questions, must have 4 answers) • Upload to Quiz Slides • Run quiz as a test or an exam • Give learners the link and joining code • Downloadable results

September 12, 2013 | slide 143 Polleverywhere

• http://www.polleverywhere.com/ • Anonymous (unless you pay) • Can add images • M/C or free text responses • Respond at http://PollEv.com

September 12, 2013 | slide 144 V. Evaluation

Try out at least two of the samples above

(one from each category) and evaluate them against the following checklist: Suggested checklist for evaluation

1. Is it free/shareware?

2. Is it easy to use/user-friendly?

3. Is is compatible with the Moroccan EFL context? 4. What features does it offer?

5. Would it be suitable for any of the

alternative assessment types?

STTF2008 VI. Additional resources

1. Creating quizzes through: -MS Word: http://www.internet4classrooms.com/msword_toolbar_format. htm -Excel: http://supportpcs.co.uk/index.php?option=com_content&task=v iew&id=152&Itemid=30

2. The Compleat Lexical Tutor: http://www.lextutor.ca/cloze/

STTF2008 3. Mobile study http://www.mobilestudy.org

4. Teach-nology http://www.teach- nology.com/downloads/test/ 5. Quiz tree: http://www.quiz-tree.com/English_smain.html

6. The Language Tester's Guide to Cyberspace; available at: http://www.le.ac.uk/education/testing/ltrfile/cy bertxt.html#tools

STTF2008 7. More tools can be downloaded at:

http://quiz-maker.vista-files.org/

STTF2008

Protect the integrity of system & info

• Basic security • Data Loss Prevention Security threats

• With implementation of emerging technologies – mobile, cloud, e-assessment the risk increases • Prometric video – lesson and best practice Securing Confidential Exam Data with Data Loss Prevention Systems Security issues

• It is important to be aware of information security matters when handling exam questions. • Please follow the procedures set for your course carefully. – password protect files, – place in electronic but secure tutor area – hand-deliver rather than send in unsealed envelopes or – at least seal and mark as confidential to the named recipient,. – It is also important to remember that any grade divulged before the final meeting of the Board of Examiners is a provisional grade, subject to external review and may be amended at the discretion of the examiners E-test security

Ƈ The arrangement of the workstations, and presence and position of the invigilator (and of video monitoring if used) should facilitate detection of any unauthorised activity by candidates, such as communication with others or use of unauthorised reference material. Ƈ There should be appropriate security facilities to keep e-test content, correct responses, candidate responses and candidate details secure at the test location before or after the session, including: – physical security measures (normally including a safe) for any paper or removable electronic media – — electronic protection for any information held on networks – securing the e-testing location and any related server/communication room(s) after confidential material has been loaded onto the network • E-test security

±ƇE-test content should be protected from unauthorised access until immediately before, during and after the e-test takes place. Candidate details and responses should be kept secure at all times. ±ƇConsideration should be given to the need to remove all confidential data (including e-test content, responses and candidates’ personal details) from generally accessible networks immediately after each e-testing session. E-test security

Ƈ If records of candidate responses are retained at centres, there should be measures to protect their security, including: — prevention of unauthorised access — prevention of tampering and substitution destruction of files in accordance with the agreed timescale, for example, when receipt of the information has been confirmed by the awarding body or at the expiry of the period for external verification and possible appeals E-test security

Ƈ Security measures may include the following, as appropriate: — user ID and password protection of access to computers or networks — encryption of data removal of records from networks as soon as practicable after the end of the e-testing session — storage of removable computer media in a safe — procedures for identifying records for destruction

• If responses are not intended to be stored at the centre, there should be measures to ensure that they are not inadvertently cached on the candidate’s machine.

• Note: Storage of data that includes personal details is subject to the provisions of the upcomign POPI Act. DLP Background Definition of Data Loss Prevention ± Products that, based on central policies, identify, monitor, and protect data at rest, in motion, and in use, through deep content analysis. -Rich Mogull of Securosis Other terms of Data Loss ± Data Loss Protection ± Data Leak Prevention/Protection ± Information Loss Prevention/Protection ± Information Leak Prevention/Protection ± Extrusion Prevention System ± Content Monitoring and Filtering ± Content Monitoring and Protection DLP Background Identify where holes or exit points where leaks may occur ± Instant messaging (Yahoo Instant Messaging, Windows Live) ± P2P file sharing (e.g. LimeWire case as reported by LA Times) ± Media streaming ± Web mail (Yahoo mail, Gmail, Hotmail) ± USB storage devices (ZDNet story from UK) ± Removable drives ± Devices connected through external ports (Firewire, serial, parallel) ± FTP server ± Printouts DLP Background

Source: Securosis.com http://securosis.com/images/uploads/Pragmatic_Data_Security-_Data_Protection_DecisiionsV2.006_.png DLP Background

Three different levels of DLP solution ± Data in Motion ± Data which uses HTTP, FTP, IM, P2P and SMTP protocols are mirrored in the DLP server for inspection where visibility is enhanced ± Data at Rest ± Data in file servers, databases, hosts computers set for file sharing, etc. ± Data at End Points ± Data which sits on end user hosts (workstations and notebooks) Discover and Protect Confidential Data at Rest

Define Run Enforce Policy Remediate Report on Risk Confidential Scan and by Incidents and Data Policy Discover Automatically Compliance Exposed Data Protecting Files

1 2 3 4 5 Monitor and Prevent Confidential Data in Motion

Employee Vontu Detects Vontu Notifies Vontu Report on Risk Sends or Prevents Employee Workflow and Confidential Incident Automates Compliance Data Remediation

1 2 3 4 5 Secure Messaging Solution

Employee Vontu detects Vontu tags PGP Report on Risk sends incidents email message automatically and confidential encrypts Compliance data tagged messages

1 2 3 4 5 Risk Assessment Scorecard

Priority Data Severity of Loss Data at Rest Data in Motion High High 721Frequency incidents Risk 256Frequency incidents Risk

Exam Data High High High 10,178 incidents Very High 2178 incidents Very High

Student Data High Very High Medium 78 incidents Very High 9 incidents Very High

POPI Medium Medium Medium 939 incidents Very High 132 incidents

Staff Data High High 624 incidents High 24 incidents High

Research IP High

High High

Severity x Frequency = Risk Data Loss Prevention Classify confidential Build content-based, reaction rules data

Monitor sensitive data transfer By location

Prevent confidential data from leaving the enterprise By content Notify administrator and end users By file-type Quarantine confidential data

Enforce encryption

171 Automation Approach: Controls 15 & 17 (Automating Data Classification and Policy Definition)

+ Step 1 9 Step 3 Identify files & DLP Policy is routed set business rules for approval Business Managers

Step 2 Step 4 Create DLP Policy & Approved check for feasibility DLP policy DLP Admin

End Users Policy applied across the organization Automation Approach: (Automating the Control of Data-in-Motion)

Process to Reach Automation (Data-in-Motion)

DISCOVER EDUCATE ENFORCE (Data-in-Motion) (Data-in-Motion) (Data-in-Motion)

Risk Across: web protocols, Users Just-in-Time Encryption, Blocking, e-mails, IM, generic TCP/IP etc. protocols ? RISK (Monitor Only) Understand Risk (Monitor & Educate) (Automate Action) Reduce Risk

TIME Data Loss Prevention In Summary

• Reduce Risk of Data Loss • Reduce Financial Loss • Protect Brand and Reputation • Demonstrate Compliance

Control Data-at-Rest Control Data-in-Motion Control Data-in-Use MARKET EVOLUTION - 2013 GARTNER RESULTS

175 Concluding remarks

Current and Emerging IT Trends In E-Testing/E-Assessment

Presenter Beza Belayneh Johannesburg [email protected]