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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”

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Assessment I

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  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

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