Assessment for Learning in Practice: case studies from Northumbria's CETL

1. Assessment for Learning in Practice: case studies from Northumbria's CETL Gill Davison, Kerry Harman, Jessie Hou and Jenna Tudor, CETL research centre Centre for Excellence in Teaching & Learning Assessment for Learning

2. Develops students’ abilities to evaluate own progress, direct own learning Emphasises authentic & complex assessment tasks Offers extensive ‘low stakes’ confidence building opportunities and practice Is rich in formal feedback (e.g. tutor comment, self-review logs) Is rich in informal feedback (eg peer review of draft writing, collaborative project work) Uses high stakes summative assessment rigorously but sparingly The Assessment for Learning (AfL) Conditions “How might I use these in my own teaching?”

3. How AfL Practices Facilitate Chinese Students’ Transition to the Higher Education in the UK • Participants: 2+2 undergraduate Chinese engineering students • Module: Electronic Product Development • Teaching Strategy: Supporting lectures + weekly workshop + group work + project work • Learning Strategy: Directed learning + independent learning • Assessment Strategy: 3 reports + 1 presentation • AfL Practices: Formative feedback + ‘Low stakes’ + Peer support + Self-directed learning

5. Using AfL to assist students in their individual final year projects Group sessions for final year Mechanical Engineering undergraduates in their ‘Investigative Project’ module. • Encourage peer feedback on project ideas • Allow students to share skills and best practice • Help maintain motivation throughout year-long project • Prepare students for viva examination • Encourage students to reflect on own progress

6. Students said the project mentoring sessions ... “proved useful to help keep disciplined in achieving targets and goals. It also gives an insight into what other students are working on and any tools that can be adopted.” “have been very useful to me. If I have a problem I can share it “have been useful to see how other with 4 or 5 people to get better students have been progressing advice.” with their projects. Provided motivation throughout project.” “The addition of the group sessions Staff said: means that supervision time can be used properly; focusing on discipline and project specific issues.”

7. What do we mean by authentic assessment? • Authenticity is a contested subject – dependent on context, cultural norms and value. Can be viewed as subjective and a relative term (Gulikers, 2006) • Authenticity became popular in learning theories such as situated learning, experimental learning and cognitive apprenticeship (Brown, Collins & Duguid, 1989). Focuses on learning in meaningful contexts • Common denominator is learning undertaken to acquire and apply knowledge, skills and feelings in an immediate and relevant setting

8. Geophotography & Authentic Learning • Module designed to allow students to develop a high degree of learner autonomy. • Assessment tasks included the development of a photographical journal based around students lives in Newcastle upon Tyne. Tasks meaningful and relevant to learners lives. • Students were required to develop a critical review of their learning journey and relate this to relevant geographical theory.

9. AfL in MA Design programme • Context – using AfL to enhance essay writing skills • Weekly writing that could be recycled in essay • Writing posted on blackboard, peer review • Weekly discussion groups • draft essays, peer assessment • formal feedback from lecturer

10. Develops students’ abilities to evaluate own progress, direct own learning Emphasises authentic & complex assessment tasks Offers extensive ‘low stakes’ confidence building opportunities and practice Is rich in formal feedback (e.g. tutor comment, self-review logs) Is rich in informal feedback (eg peer review of draft writing, collaborative project work) Uses high stakes summative assessment rigorously but sparingly The AfL conditions “Working within the spirit of AfL”

11. Emphasises authentic & complex assessment tasks Develops students’ abilities to evaluate own progress, direct own learning Offers extensive ‘low stakes’ confidence building opportunities and practice Is rich in formal feedback (e.g. tutor comment, self-review logs) Is rich in informal feedback (eg peer review of draft writing, collaborative project work) Uses high stakes summative assessment rigorously but sparingly Introducing informal peer support into individual investigative projects

12. Emphasises authentic & complex assessment tasks Develops students’ abilities to evaluate own progress, direct own learning Offers extensive ‘low stakes’ confidence building opportunities and practice Is rich in formal feedback (e.g. tutor comment, self-review logs) Is rich in informal feedback (eg peer review of draft writing, collaborative project work) Uses high stakes summative assessment rigorously but sparingly Introducing international students to AfL

13. Emphasises authentic & complex assessment tasks Develops students’ abilities to evaluate own progress, direct own learning Offers extensive ‘low stakes’ confidence building opportunities and practice Is rich in formal feedback (e.g. tutor comment, self-review logs) Is rich in informal feedback (eg peer review of draft writing, collaborative project work) Uses high stakes summative assessment rigorously but sparingly Encouraging authenticity in Geophotography

14. Emphasises authentic & complex assessment tasks Develops students’ abilities to evaluate own progress, direct own learning Offers extensive ‘low stakes’ confidence building opportunities and practice Is rich in formal feedback (e.g. tutor comment, self-review logs) Is rich in informal feedback (eg peer review of draft writing, collaborative project work) Uses high stakes summative assessment rigorously but sparingly AfL in MA Design

15. Develops students’ abilities to evaluate own progress, direct own learning Emphasises authentic & complex assessment tasks Offers extensive ‘low stakes’ confidence building opportunities and practice Is rich in formal feedback (e.g. tutor comment, self-review logs) Is rich in informal feedback (eg peer review of draft writing, collaborative project work) Uses high stakes summative assessment rigorously but sparingly Introducing AfL approaches to support learners.

16. Thank you Questions?