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The role of assessment in developing deep learning

The role of assessment in developing deep learning. Learning. What is learning? On your own, write down what you think learning is? In pairs, share your thoughts. Conceptions of learning - a hierarchy ( Säljö , 1979). An increase in knowledge – knowing more

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The role of assessment in developing deep learning

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  1. The role of assessment in developing deep learning

  2. Learning What is learning? On your own, write down what you think learning is? In pairs, share your thoughts

  3. Conceptions of learning- a hierarchy(Säljö, 1979) • An increase in knowledge – knowing more • Memorising – it is about getting it into your head • Acquiring procedures or skills– so you can do it again • Making sense – trying to understand • Comprehending reality – perceiving the world differently (personally meaningful learning) 1-3 Surface approach to learning 4&5 Deep approach

  4. Focus on entities & connections Relates previous & new knowledge Uses reflection to relate theory with practice Creates understanding, meaning & new ideas Can lead to positive emotions & attitudes about learning & self Focus on unrelated details and facts Information is simply memorised Facts & concepts accepted unreflectively Aim is to pass (or perform) rather than understand Can lead to negative emotions & attitudes about learning & self Deep vs surface approaches to learning

  5. Organising your work In 2s or 3s, tell each other how you went about organising your last piece of assessed work – from the point that it was given to you. What did you do? Can you identify good ideas – things that helped?

  6. Assessment criteria - currently When you are set a piece of work: • are you given the assessment criteria? • if so, what notice do you give to them? • if not, do you think about what the criteria are? How might that help you? What problems are there in using the criteria to help you? How might you overcome the problems?

  7. Assessment criteria - working with them Before starting the work: • Read the criteria carefully (ask for them if they are not given) • Seek clarification of terms - tutors, discussion with peers • Ask to see illustrative examples - e.g. good analysis • Possibly ask for a marking exercise • Look back to previous feedback; how did it relate to these criteria? While doing the work: • Return to the criteria periodically • When first draft complete, try to mark it against the criteria After the work has been marked • In considering the feedback, try to match it with the individual criteria

  8. Feedback - currently • How do you know how well you are doing in your work? • How do you know what your weaknesses are, and what you need to improve on? • How do you know how to improve? • What kind of feedback do you find most useful? • Are some kinds of feedback not useful? If so, why?

  9. How to get the best out of feedback • Get ready for feedback • Find out what sort of feedback you can expect • Will it be written or verbal? When will it be given? • Can you have feedback on your ideas and ways of approaching your assignment before you do it? • Whenever feedback is available: • Read or listen carefully and think how it applies to your work or ideas • How does the feedback relate to the assessment criteria? • If you don’t understand it, or the criteria, ask your tutor to explain • Use your feedback • To identify your specific areas of weakness • To think how you will address them, & how to improve your next piece of work • To make an action plan

  10. Feedback Action Plan(Race, 2007) Using the feedback on the piece of work you have brought with you, complete as best you can the Action Plan Once you have done that, discuss in pairs the key points you have identified

  11. Assessment literacy For students to reach their potential in terms of their assessed performance they need to become assessment literate • Assessment literacy encompasses: • an appreciation of assessment’s relationship to learning; • a conceptual understanding of assessment (i.e. understanding of the basic principles of valid assessment and feedback practice, including the terminology used); • understanding of the nature, meaning and level of assessment criteria and standards; • skills in self- and peer assessment; • familiarity with technical approaches to assessment (i.e. familiarity with pertinent assessment and feedback skills, techniques, and methods, including their purpose and efficacy); and • possession of the intellectual ability to select and apply appropriate approaches and techniques to assessed tasks (not only does one have the requisite skills, but one is also able to judge which skill to use when, for which task). • (Price et al, 2012 pp10-11) • Price et al (2012)

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