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Assessment Cecilia Jacobs

Assessment Cecilia Jacobs. Marks do not motivate students to learn. . Strongly agree Agree Disagree Strongly disagree. Marks do not motivate students to learn. . Task 1:. Read section 2.2 of the assessment policy in your file.

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Assessment Cecilia Jacobs

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  1. AssessmentCecilia Jacobs

  2. Marks do not motivate students to learn. • Strongly agree • Agree • Disagree • Strongly disagree

  3. Marks do not motivate students to learn.

  4. Task 1: Read section 2.2 of the assessment policy in your file

  5. Assessment consistently distinguishes between good and poor performance is the definition of • Fairness • Validity • Reliability • Academic Integrity

  6. Look at the following Physics question for grade 11 learners: Why does a figure skater who is doing a pirouette accelerate when she pulls in her arms? This question could possibly lead to problems with • Validity • Reliability • Fairness • Transparency

  7. ReadtheTelegrapharticle (hand out): Student outrage over 'impossible' A-level maths exam. Which criteria are possibly affected in this case: • Validity • Reliability • Fairness • Transparency • Academic Integrity

  8. Task 2 Complete activity 1 Determine the Bloom level of the different questions we had in this session so far.

  9. Task 3 Look at the question paper which you brought and then complete activity 2.

  10. Task 4 Complete activity 3: Design/Improve a question.

  11. Alignment

  12. This policy is based on the assumption that lecturers have the competence to decide how assessment should take place within their disciplines and programmes and will be prepared to strive towards excellence in knowledge practice and to develop their skills further. The primary responsibility for the monitoring of assessment practices at the University lies within the faculties. The policy does not propose to be prescriptive with regard to assessment strategies, but rather to create space within which lecturers can make justifiable choices with regard to assessment within their own environments.

  13. End- assessment Continuous assessment 4 or 8 marks minimum Max 25%/12.5% No predicate / “Her” 3 marks minimum Max 60% Predicate + “Her” Currently evaluated – each application approved by Senate 2 marks minimum No maximum Predicate and “Her” possible Flexible assessment

  14. Meta-reflection • Can you spot the teaching methods used in this session? • Purpose of each? • Reading • Answer a question • Discuss a question • ConcepTests (clickers) • Do a problem

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