Is assessment an art or a science?
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What do you see ….?
How many times do the players in white pass the ball? https://www.youtube.com/watch?v=vJG 698U2Mvo 18/07/2017 5
Simons & Chabris (1999) 6
The importance of noticing students in your sessions Their work, their engagement, their behaviour and responding
Constructive alignment Professor John Biggs (2003) 8 18/07/2017
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Planning cycle What should learners know or be able to do? How will How will the learning be learners measured? learn? Assessment Tasks 10 18/07/2017
Identify a problem or question you have related to assessment.
1. Question shower You can not answer the question, you must ask another open question. (How, Why, What, Where, Who?) Fill the sheet with questions and only questions. Useful technique for exploring an issue/new topic. 12 18/07/2017
2. Starburst – useful for generating new ideas, identifying solutions to possible problems e.g. Authentic assessment 13 18/07/2017
Why, oh why, oh why? The 5 whys Identify an issue or problem (e.g. one for you might be students not preparing for sessions). Write a why question about this issue, answer it with a statement, then ask another ‘why’ question. Do this 5 times! You should get to some significant reasons. Useful for drilling down into an issue – to try and get to the root of the problem 14 18/07/2017
Assessment for learning (AfL) or formative assessment Assessment we can control! 15 18/07/2017
Assessment for learning or assessment of learning Assessment for learning – when the cook tastes the food while preparing it. Assessment of learning – when the guest tastes the food at dinner 18/07/2017
Promoting assessment for learning The debate on standards needs to focus on how high standards can be achieved through assessment. To what extent is there a greater emphasis on assessment for learning rather than assessment of learning in your course/modules?
Raising achievement matters for individuals and for society what teachers do in classrooms is the key to raising achievement (Wiliam, 2009) ‘Assessment for learning is any assessment for which the first priority in its design and practice is to serve the purpose of promoting learning. It thus differs from assessment designed primarily to serve the purposes of accountability, or of ranking, or of certifying competence. An assessment activity can help learning if it provides information to be used as feedback, by teachers, and by their students, in assessing themselves and each other, to modify teaching and learning activities in which they are engaged. Such assessment becomes ‘formative assessment’ when the evidence is actually used to adapt the teaching work to meet learning needs.’ (Black & Wiliam, 2002) 18 18/07/2017
https://educationendowmentfoundation.org.uk/toolkit/toolkit-a-z/ 19
Metacognition higher-order thinking that enables understanding, analysis, and control of one’s cognitive processes, especially when engaged in learning. 20 18/07/2017
Assessment for learning: the thermostat! Thermostat Boiler 21 18/07/2017
Aspects of formative assessment Where the learner is Where the learner is How to get there going right now Teacher 1 2 3 Clarifying learning Engineering effective Providing feedback intentions/outcomes discussions, activities that moves learners and sharing, giving and tasks that elicit forward criteria for success evidence of learning Understanding and Peer 4 sharing learning Activating students as instructional resources intentions and criteria for one another for success Learner 5 Understanding Activating students as owners of their own learning intentions learning and criteria for success 22 18/07/2017
Practical toolkit of strategies See file Assessment_for_learning_strategies_HE Sort into PMI list: Plus, Minus, Interesting
Reviewing your session plans! Have you got key questions planned? Can you ask students to formulate questions during the session? Can you use a question activity? (question shower/starbursting/5 Whys) Can you use any other AfL strategies? Do you have activities in the plans which will give you evidence of learning? Will you be able give feedback to students? (to whole class/ groups/ individuals) 24 18/07/2017
Let’s look at good practice in assessment Group work
Clarify good performance Help clarify what good performance is (goals, criteria, standards) To what extent do learners in your course have opportunities to engage actively with goals, criteria and standards, before, during and after an assessment task? Adapted from JISC and Ulster University under licence CC-BY-NC-SA
Time and effort on task Encourage time and effort on learning activities and tasks To what extent do your assessment tasks encourage regular study in and out of class and deep rather than surface learning? Adapted from JISC and Ulster University under licence CC-BY-NC-SA
Encourage interaction and dialogue around learning Encourage interaction and dialogue around learning (peer and teacher-learner) What opportunities are there for feedback dialogue (peer and/or teacher- learner) around assessment tasks in your course? Adapted from JISC and Ulster University under licence CC-BY-NC-SA
Develop self-assessment and reflection Facilitate the development of self-assessment and reflection in learning To what extent are there formal opportunities for reflection, self-assessment or peer assessment in your course? Adapted from JISC and Ulster University under licence CC-BY-NC-SA
Encourage positive motivational beliefs Encourage positive motivational beliefs and self-esteem To what extent do your assessment and feedback processes activate your learners' motivation to learn and be successful? Adapted from JISC and Ulster University under licence CC-BY-NC-SA
Promoting assessment for learning The debate on standards needs to focus on how high standards can be achieved through assessment. To what extent is there a greater emphasis on assessment for learning rather than assessment of learning in your course? Adapted from JISC and Ulster University under licence CC-BY-NC-SA
Inform and shape your teaching Provide information to teachers that can be used to help shape the teaching To what extent do your assessment and feedback processes inform and shape your teaching? Adapted from JISC and Ulster University under licence CC-BY-NC-SA
Assessment is fit for purpose Assessment should focus on the demonstration of the development and achievement of the intended programme outcomes Does the assessment of learning focus on the demonstrable achievement of the programme’s intended learning outcomes? Adapted from JISC and Ulster University under licence CC-BY-NC-SA
Deliver high quality feedback Deliver high quality feedback information that helps learners self-correct their own work What kind of teacher feedback do you provide - in what ways does it help learners self-assess and self-correct? Adapted from JISC and Ulster University under licence CC-BY-NC-SA
Provide opportunities to act on feedback Provide opportunities to act on feedback (to close any gap between current and desired performance) To what extent is feedback attended to and acted upon by learners, and if so, in what ways? Adapted from JISC and Ulster University under licence CC-BY-NC-SA
Give assessment choice Give choice in the topic, method, criteria, weighting or timing of assessments To what extent do learners have choice in the topics, methods, criteria, weighting and/or timing of assessment tasks in your course? Adapted from JISC and Ulster University under licence CC-BY-NC-SA
Ensuring professional judgements are reliable Assessment standards are dependent upon professional judgement How do you develop and share standards within and between academic, disciplinary and professional communities? Adapted from JISC and Ulster University under licence CC-BY-NC-SA
Good assessment and feedback should……… Add any missing area/s of good practice on this card Adapted from JISC and Ulster University under licence CC-BY-NC-SA
Designing Assessment Tasks
Considerations When designing an assessment consider: • AIMS – the module aims are broadly what the teacher and learner will do in terms of learning • LEARNING OUTCOMES – what the student must be able to do / demonstrate e.g. what will be assessed Learning outcomes represent the translation of aims into specific, tangible, attainable, learning achievements usually expressed as observable behaviour and outlining what students will be able to accomplish 40 21/07/2017
Miller’s Pyramid Miller, G. E. (1990) The assessment of clinical skills, competence and performance. Academic Medicine, 65(9); 63-67 41 21/07/2017
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