The relation between assessment and learning

1. The relation between assessment and learning Prof. dr. M. Segers. University Leiden (NL)

2. Wibran and the music class

3. ‘Assessment steers learning’

4. Negative effects of traditional testsTheorized benefits of new modes of assessment • Traditional tests: referred to as measuring low levels of comprehension; negative effects on various motivational aspects (Harlen & Crick, 2001 ) and stimulating the use of surface learning approach • new modes of assessment: measuring knowledge construction & application, problem-solving, reflection & critical analysis, going beyond mere facts, relating,…. Supporting the use of a deep approach to learning

5. With the implementation of new modes of assessment, students are stimulated to focus on these goals. It is expected that, in comparison with traditional tests, this will lead to students’ adoption of a deep approach to learning and considerable learning gains Pre-assessment effect

6. Although the statement ’assessment steers learning’ has stimulated many schools to change their assessment practices, the empirical evidence of the effect of these changes on student learning is scarce.

7. 3 empirical studies • Segers, Nijhuis & Gijselaers: effect of redesign of learning and assessment environment on students’ learning strategies (International Business) • Segers, Gijbels & Thurlings: The effect of perceptions of the assessment practice on student learning approaches. The case of portfolio assessment (Applied Science) • Segers, Martens, Nijhuis, Cats & Verwijmen: the role of assessment perceptions and prior experiences with assessment on student learning approaches (Teacher Training program)

8. Research model Of the assessment demands Prior experiences Perceptions Personal beliefs on assessment Intentional learning approaches Of the assessment practice Learning approaches

9. Segers et al: effect of redesign of learning and assessment environment on perceptions of the assessment demands and learning strategies Redesign from assignment-based format (ABL) to a PBL format: (1) from clear-cut study assignments to authentic business problems, (2) from passive participation to active discussion; (3) from one handbook to multiple literature resources (4) assessment: from knowledge reproduction (ABL) to use of knowledge as a tool to solve novel problems (PBL)

11. Research question: Effect of redesign on students’ learning strategies? Relation with intentional learning strategies and perceptions of assessment demands?

12. Actual Learning strategies: R-SPQ-2F (Biggs) Surface strategy: I learned some things by rote, going over them until I knew them by heart Deep strategy: I related material, as I was reading it, to what I already knew on that topic  • Intentional Learning strategies:R-SPQ-2F (Biggs) Surface strategy: I intend to learn things by rote, going over them until I know them by heart Deep strategy: I intend to relate material, as I am reading it, to what I already know on that topic  • Perceptions of Assessment Demands (Scouller) Assessment of surface learning skills: I expect the test to assess my ability to reproduce key terms and definitions  Assessment of deep learning skills I expect the test to assess my ability to integrate from a variety of sources 

13. RESULTS Result 1: less deep learning in OAT-condition

14. Result 2: Influence of prior experiences

15. Segers et al: the relation between learning approaches, perceptions of the assessment demands and personal beliefs on assessment demands • Context: 4 year teacher training program; year 1& 2 knowledge reproduction tests; year 3 OverAll Tests; year 4 portfolio assessment • Research question: what is the relation between student learning approaches and their perceptions of assessment demands and personal beliefs on assessment demands?

16. Personal beliefs of assessment demands Belief of surface assessment: In general I believe a test assesses my ability to reproduce key terms and definitions Belief of deep assessment: In general I believe a test assesses my ability to integrate from a variety of sources

17. RESULTS Result 1: Some association between approaches and perceptions, beliefs

18. Result 2: role prior experiences A strong positive association between perceptions of assessment demands and personal beliefs

19. Segers et al: The effect of perceptions of the assessment practice on student learning approaches. The case of portfolio assessment • Context: 4 year program Applied Science; competency-based; portfolio assessment • Digital portfolio: PAP, PDP, study dossier (work done and work in progress) and private dossier ; basis for the assessment dossier for end-of-year assessment • Research question: is there a relation between students’ perceptions of the portfolio assessment and their learning approaches?

20. Perceptions of portfolio assessment (Gibbs Assessment Experiences Questionnaire, 2994)

21. RESULTS

22. Results: Students’ perceptions of the assessment practice are related to their approach to learning, more specifically, how they perceive the feedback and how hey perceive the relation between assessment and learning

23. Overall, what do these studies indicate? Simply changing the mode of assessment does not always result in changes in learning approaches • Personal history of students plays a role: (1) intentional learning strategies (2) personal beliefs on assessment • Role of students’ perception of assessment practices

24. Implications for future research A challenge for future research is to gain insight into the choices a student makes when trying to deal with the various individual and contextual elements and the demands of the learning and assessment environment: the interplay between • prior experiences, • perceptions and appraisal of assessment • learning approaches

25. Implications for educational practice • Give student time and opportunities to practice and to have positive experiences • Talk to students and observe them in order to gain insight in how student deal with the assessment practice in order to fine-tune learning and assessment practices • Organize enough and on-time feedback and give students opportunities to work with the suggestions they have received • Make the assessment a learning activity by giving them challenging assessment tasks and making the assessment process transparent

26. Or… Overcoming assessment challenges!