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Efficiency of assessment: initial thinking from the ITEAM project

Efficiency of assessment: initial thinking from the ITEAM project. Mark Russell, Liz Gormley-Fleming and Karen Robins The ITEAM project. University of Hertfordshire. The ITEAM project. Strand A project A (reasonably) tightly defined focus EVS QMP On line assessment and feedback system

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Efficiency of assessment: initial thinking from the ITEAM project

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  1. Efficiency of assessment: initial thinking from the ITEAM project Mark Russell, Liz Gormley-Fleming and Karen Robins The ITEAM project. University of Hertfordshire

  2. The ITEAM project • Strand A project • A (reasonably) tightly defined focus • EVS • QMP • On line assessment and feedback system • Dashboard

  3. A matrix Resource efficiency or (1/t) Educationally effective

  4. A matrix Resource efficiency or (1/t) Educationally effective

  5. What about you? Think about one of your assessments… 1. Where would you locate it on the grid? 2. How might you nudgeit to be more educationally effectiveand more resource efficient? …Now, next year, the year after … Thoughts in the chat box - please

  6. The ESCAPE assessment for learning themes … Good assessment for learning: …Engages students with assessment criteria …Supports personalised learning …Focuses on student development …Ensures feedback leads to improvement …Stimulates dialogue

  7. The ESCAPE assessment for learning themes … Good assessment for learning: …Engages students with assessment criteria …Supports personalised learning …Focuses on student development …Ensures feedback leads to improvement …Stimulates dialogue …Considers staff and student effort

  8. What about some sample assessments?

  9. And you …? Thoughts in the chat box - please What sort of things are you doing / (need to do) to help your staff make informed decisions about choosing an assessment type for effectiveness and efficiency?

  10. Developing a tool

  11. Plotting the data Time (minutes) Numbers of students

  12. Diverging time scales Assessment type A Time (minutes) Assessment type B Numbers of students

  13. Overlapping time scales

  14. Not prescriptive!

  15. Not prescriptive!

  16. And so … Thoughts in the chat box - please In what ways might these tools (and approaches) help or hinder your work?

  17. Does (say) 20 hours of our effort yield the same learning payoff?

  18. Does (say) 20 hours of our effort yield the same learning payoff? An example with EVS

  19. The ESACPE assessment for learning themes … Good assessment for learning: …Engages students with assessment criteria …Supports personalised learning …Focuses on student development …Ensures feedback leads to improvement …Stimulates dialogue …Considers staff and student effort

  20. So let’s always use the least time consuming?

  21. So let’s always use the least time consuming? Alas, it’s a little (a lot) more complex and messy than that.

  22. The purposes of assessment are important too! Summative High Stakes Measure learning Formative No / Low Stakes Motivate learning Educative Auditing

  23. The purposes of assessment are important too! Need for feedback is questionable (MBR) One-off tasks End of process tasks? Feedback rich? Linked (in-process) tasks? Regular tasks? Error does not lead to punishment Summative High Stakes Measure learning Formative No / Low Stakes Motivate learning Educative Auditing

  24. Assessment patterns Beyond the single assessment task

  25. Some alternatives…

  26. And many more …

  27. Programme view of assessment

  28. Programme view of assessment

  29. Programme view of assessment

  30. Far reaching implications Our work (as teachers) extends beyond our classroom. How might we measure this? Performance on singular assessment? Success in Module? Success in Year? Success in Programme? Institutional reputation?

  31. Conclusion – to date Numbers ‘might’ be countable Numbers ‘might’ be meaningful (process improvement, stimulating dialogue, moving in the ‘right direction’)

  32. A possible conclusion – to date But… Numbers ‘might’ be countable Numbers ‘might’ be meaningful (process improvement, stimulating dialogue, moving in the ‘right direction’)

  33. A possible conclusion – to date But… Numbers ‘might’ be countable Numbers ‘might’ be meaningful (process improvement, stimulating dialogue, moving in the ‘right direction’)

  34. Some questions for you to ponder… What is the difference in learning payoff between a 4000 word and a 2000 word essay ? Is a single 4000 word essay more beneficial than (say) two 1500 word essays? What are the resource implications of the above variants? What are the various processes of assessment doing? Where might you best place your efforts to reduce the resource burden while keeping the effectiveness of the assessment? In what ways are you facilitating meaningful discussions about both resource efficiency and educational effectiveness?

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