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Quality of teaching. QUALITY. LEARNING. TEACHING. ASSESSMENT
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1. Self-assessment – tools for understanding and promoting learning CBACCI workshop for teachers
02.12.2004
Riina Nousiainen
Faculty of Science
University of Helsinki
2. Quality of teaching
3. Assessment of process and outcomes
4. Self-assessment: possibilities helps the student take responsibility of his own learning
helps the student develop self-determining competencies (setting learning objectives and criteria of excellence)
gives the teacher important information and evidence about the students’ learning outcomes
self-assessment is fundamental to all aspects of learning
assessment by peers, staff, expert practitioners etc. are essential in assisting learners to form sound judgements
Boud 1990
5. Self-assessment tools mind maps
based on associations
grouping concepts
concept maps
based on organizing knowledge
describing interrelationships between concepts
can be used to find out students’ preconceptions of about a topic, as a learning strategy, as an assessment method etc.
Novak & Gowin 1984
7. Self-assessment tools Portfolio is a collection of work that can include a diverse record of an individual’s achievements
Key processes of portfolio work:
self-evaluation
dialogue
reflective thinking
metacognition
Klenowski 2002
8. Portfolios for different purposes Academic
Personal
Professional
Bingham & Hudson, Sheffield Hallam University, 2004
9. Self-assessment tools Advantages of portfolio work:
writing of a portfolio enhances learning and scientific thinking skills
portfolio focuses on the learning process, not just the outcome
writing a portfolio makes learning conscious
portfolio is a fare and just assessment method
becoming aware of gaps in knowledge
Lindblom-Ylänne, Levander & Wager 2003
10. Academic (professional) portfolio at the University of Helsinki covers all aspects of academic work: research, teaching, administration and activities outside the University
is used to assess academic competence when filling posts and upgrading salaries
a representative and organised collection of one's best work for public presentation
http://www.helsinki.fi/henkos/english/development/pofoprinciples.htm
11. Structure of the academic portfolio at the University of Helsinki 1 (2) Basic information
Personal and contact information
Education and degrees
Other necessary background information
Research and scientific activities
Experience of research and other scientific activities
Research philosophy and ethics, primary fields of research
Significant publications
Research assessments and awards
Activities in the academic community
Vision and personal development
Other scientific qualifications
12. Structure of the academic portfolio at the University of Helsinki 2 (2) Teaching and supervision
Experience of undergraduate and postgraduate teaching and supervision
Pedagogical approach and training
Published study materials and use of educational technology
Development of teaching and awards for teaching
Participation in the assessment and development of teaching
Strengths, development challenges and visions of one's teaching
Other teaching-related qualifications Administration and other activities
Administrative and management duties
Duties in one's field outside the University
Active role in society
Publications, presentations and the dissemination of scientific knowledge through other means
Other significant qualifications and duties
13. How could postgraduates and researchers benefit from
self-assessment?
How could teachers and supervisors benefit from self-assessment?
Ways forward?
14. References Boud, David 1990. Assessment and the Promotion of Academic Values. Studies in Higher Education 15 (1).
Klenowski, Val 2002. Developing Portfolios for Learning and Assessment. Processes and Principles. London: RoutledgeFalmer.
Lindblom-Ylänne, Sari & Nevgi, Anne (eds.) 2003. Yliopisto- ja korkeakouluopettajan käsikirja. Helsinki: WSOY.
Novak, Joseph D. & Gowin, D. Bob 1984. Learning How to Learn. Cambridge: Cambridge University Press.