1 / 24

Assessment I

Assessment I. Romy Lawson r.lawson@bangor.ac.uk 3589. Assessment. If you can’t measure it, it may not exist, if you can measure it, it probably isn’t it. “Students can escape bad teaching: they can’t avoid bad assessment”

ata
Download Presentation

Assessment I

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Assessment I Romy Lawson r.lawson@bangor.ac.uk 3589

  2. Assessment If you can’t measure it, it may not exist, if you can measure it, it probably isn’t it. “Students can escape bad teaching: they can’t avoid bad assessment” “Assessment methods and requirements probably have a greater influence on how and what students learn than any other single factor” E=MC2

  3. Assessment If you can’t measure it, it may not exist, if you can measure it, it probably isn’t it. “Students can escape bad teaching: they can’t avoid bad assessment” “Assessment methods and requirements probably have a greater influence on how and what students learn than any other single factor” E=MC2 Evaluation = Measurement x Common Sense 2

  4. Assessment • The assessment part of a module is often a mystery to the student, who is unsure of what is required of them. • Assessment is often disjointed from the module, investigating differing skills. • Assessment should be an integral part of a module, considering skills, knowledge and abilities. • It should be motivating, productive and informative. • Assessment allows practice which leads to the appropriate learning. Boud, 1988;1994

  5. Model MO Teaching Method I n t e n t I o n Assessment APL Outcome Curriculum PC

  6. Assessment • There is a need for: • Quality of feedback • Assessments matched with learning outcomes • Students’ understanding of assessment methods and criteria • Valid • Reliable • Fair

  7. Innovatory Assessment • “The possibility that innovative assessment encourages students to take a deep approach to their learning and foster intrinsic interest in their studies is widely welcomed.” McDowell, 1996

  8. Innovatory Assessment • What is innovatory? • Methods and media that are chosen for specialised and context-specific pedagogic reasons to replace the prime instruments of assessment (e.g. exams). • It is not the actual methods and tools of assessing which we believe should be changed in many cases, rather the underlying philosophy and the aims of their use and application. Harris & Bell, 1990

  9. Key Questions • Why are you assessing? • When are you going to assess? • What do you want to assess? • How are you going to assess? • Who are you going to assess?

  10. Key Questions • Why • feedback • to classify • to motivate/focus • to consolidate learning • to apply abstract principles • to discover potential • to guide choice • feedback on teaching • statistics

  11. Assessment • Good assessment has three strands: • Description – understanding • Evaluation – judgement • Remediation – development

  12. Key Questions • Why are you assessing? • When are you going to assess? • What do you want to assess? • How are you going to assess? • Who are you going to assess?

  13. Conditions under which Assessment Supports Student Learning • Gibbs & Simpson, 2004 • 11 conditions

  14. Quantity & Distribution of Student Effort • Assessed tasks capture sufficient study time and effort • These tasks distribute student effort evenly across outcomes and weeks

  15. Quality & Level of Student Effort • These tasks engage students in productive learning activity • Assessment communicates clear and high expectations to students

  16. Quality & Timing of Feedback • Sufficient Feedback is provided, both often enough and in enough detail • Feedback focuses on learning rather than on marks or students themselves

  17. Quality of Feedback • The feedback is provided quickly enough to be useful to students • Feedback is linked to the purpose of the assignment and to criteria • Feedback is understandable to students, given their sophistication

  18. Student Response to Feedback • Feedback is received by students and attended to • Feedback is acted upon by students to improve their work or their learning

  19. Assessment II Romy Lawson r.lawson@bangor.ac.uk 3589

  20. Re Cap • Important Elements of Assessment • Open to students no hidden agendas, understood • Aligned • Drives learning adds to learning • Feedback - timing, useful, attended to • Fair, reliable, valid

  21. Essay Exam MCQ Group Presentations Posters Q & A Phenomonography Tests – blanks, T/F, short answer Min Paper Practical – write up Thesis Viva Project PBL Types of Assessment

  22. Task • Consider the given type/s of assessment to: provide a definition list the pros and cons of the method/s give examples of when you would use this/these method/s

  23. Criteria Weighting Criteria

More Related