Transcript Document

Assessment matters: What guides
might we use as individuals, teams
and institutions to help our
assessment endeavours?
A presentation to
Wolverhampton University
Mark Russell
Briefly introduce yourself and …
Discuss with your neighbours
what you would do if you wanted
to fail more students and / or
lousy
experience?
provide them with a
Learning = f (assessment)?
From what the
students tell us…
to
How to design a
learning
environment
Assessment and desirable Learning
The methods we use to assess
students are one of the most critical
of all influences on their learning.
(Ramsden, 1992)
Assessment and designed Learning
Designed
Learning
Activities
Intended
Learning
Outcomes
Designed
Learning
Activities
Intended
Learning
Outcomes
Designed
Assessment
Activities
Designed
Assessment
Activities
Guide #1
Acknowledge the importance
of assessment in curriculum
design activity
What is working now?
• Take a few minutes to tell your neighbour a
couple of things about your current assessment
endeavours that you know / think or have a
hunch that works. Specifically tell them…
– What you do that you know / think / have a hunch
works.
– How you know it works.
•
Swap over
– Jot a few notes on a Post-It note
What does the literature suggest is good assessment?
Conditions under which assessment supports
students learning
Setting assessment tasks
1.
Capture enough study time (in and out of class)
2.
Are spread out evenly across timeline of study
3.
Lead to productive activity (deep vs surface)
4.
Communicate clear and high expectations
Feedback Conditions
5.
Is sufficient (in frequency; detail)
6.
Is provided quickly enough to be useful
7.
Focuses on learning rather than on marks
8.
Is linked to assessment criteria/expected outcomes
9.
Makes sense to students
10.
Is received by students and attended to
11.
Is acted upon, to improve work and/or learning
(Gibbs & Simpson, 2004)
Good assessment and feedback practice should:
1 Help to clarify what good performance is (goals, criteria, standards)
2 Encourage 'time and effort' on challenging learning tasks
3 Deliver high-quality feedback information that helps learners to self-correct
4 Provide opportunities to act on feedback (to close any gap between current
and desired performance)
5 Ensure that summative assessment has a positive impact on learning
6 Encourage interaction and dialogue around learning (peer and teacher-student)
7 Facilitate the development of self-assessment and reflection in learning
8 Give choice in the topic, method, criteria, weighting or timing of assessments
9 Involve students in decision-making about assessment policy and practice
10 Support the development of learning groups and learning communities
11 Encourage positive motivational beliefs and self-esteem
12 Provide information to teachers that can be used to help shape their teaching
(Nicol, 2009)
Assessment…
1. Should be for learning, not simply of learning
2. Should be reliable, valid, fair and consistent
3. Should incorporate effective and constructive feedback
4. Should be innovative and have the capacity to inspire and motivate such as
with the use of technology
5. Should measure understanding and application, rather than technique and
memory
6. Should be conducted throughout the course, not simply positioned as a final
event
7. Should develop key skills such as peer and reflective assessment
8. Should be central to staff development and teaching strategies, and frequently
reviewed
9. Should be of a manageable amount for both students and tutors
10. Should encourage dialogue between students and their tutors, and students
and their peers
(NUS’ Principles of effective assessment)
(Centre for Excellence in Teaching & Learning
in Assessment for learning, Northumbria
University)
Assessment Standards Manifesto (AsSKe)
Seven principles for good practice in undergraduate education
1.
Encourages contact between students and lecturers
2.
Develops reciprocity and cooperation among students
3.
Encourages active learning
4.
Gives prompt feedback
5.
Emphasizes time on task
6.
Communicates high expectations
7.
Respects diverse talents and ways of learning
(Chickering & Gamson, 1987)
As a (possible) summary …
Good assessment for learning …
…Engages students with assessment criteria
…Supports personalised learning
…Focuses on student development
…Ensures feedback leads to improvement
…Stimulates dialogue
…Considers staff and student effort
Principles
and
Practice
Without trivialising …
Some quick ideas (linked to themes)
11
Themes (Principles) in Practice #1?
12
Guide #2
Might you use assessment
principles that are researchinformed and work for you (and
your context)?
If so… don’t forget examples of
principles in practice
Some other guides (tools)
A typical assessment pattern?
Some alternatives…
Student matters
Students matter
Beyond smiling faces
Help to demystify assessment
Guide #3
Numerous resources currently
exist for teachers and students
Explore what works best for
you
Institutional
matters
Process matters
Course / Programme design
Course / Programme review
Is the focus on…
Assurance or stimulating opportunities for
enhancement?
Is the balance (QA/QE) okay?
Beyond the individual (cascading and networking
Work with the organisation and its component parts
Helping / hindering
A question to ponder in the next few days…
In what ways are (y)our institutional
processes helping and / or hindering
(y)our assessment intentions ?
Guide #4
Seek to ensure that the processes of the
Institution are aligned with the desires to
review, assure and enhance the quality of our
assessment and feedback activities
Seek to design-in cascading, diffusion (and
evaluation) activities at source.
Summary #1
• Assessment is important – FACT
• Teachers, Students and institutional processes
all have a role to play in the A&F
enhancement agenda.
• A number of guides (directions and tools) are
available.
Summary #2…
•
If we are serious, we need to…
– recognise that responsibility for the enhancement of assessment rests
with many stakeholders (including us).
– work in ways that are context specific but nudge where needed
– give people opportunities to share their work and thinking
– be appreciative (where we can) and try not to be too value laden
Institutions are not bricks and mortar.
They are made up of people and
systems. As difficult as it is, we can
influence both!
A feedback hierarchy
A feedback hierarchy (again)
Provide alignment diagnostics?
31
Show the Features and Consequences?
32
Legend
A1 - An Introduction to Behavioural Genetics (30 Credits)
Low stakes assessment (marks <16%)
Coursework essay – 3000 words (70%)
23/09/2013
Induction Week
Journal Clubs
Medium stakes assessment (marks 16-40%)
08/09/2014
High stakes assessment (marks >40%)
Formative assessment
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Practice essay - 1000 words Oral presentation (30%)
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date
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Strong feedback link between assessments
A2 - Research Methods (60 Credits)
Moderate feedback links between assessments
Molecular genetics wet lab - 2 hour exam (10%)
23/09/2013
11/04/2013
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Coursework essay - 2000 words (40%)
08/09/2014
Christmas Break
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Quantitative genetics dry lab - 2 hour exam (10%)
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Coursework essay - 2000 words (40%)
A3 - Psychology and Psychopathology (30 Credits)
Journal Clubs
13/01/2014
Abstract exam – 2.5 hours (30%)
23/09/2013
08/09/2014
Easter Break
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Coursework essay – 3000 words (70%)
Written abstract practice
Report – 10 000 to 15 000 words (60%)
B1 – Research Project (60 Credits)
23/09/2013
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Laboratory notebook (20%)
Project proposal
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Poster presentation (20%)