Alternative Assessment in Eduation

1. Alternative Assessment in Eduation Prof. dr. Martin Valcke Workshop Innovative teaching and Learning Strategies in Higher Education Maputo 4-6 August, 2009

2. Background • Head Department of Educational Studies • Innovation of Higher Education • International collaboration (Cambodia, China, Ecuador, Mozambique, Tanzania, Uganda, Vietnam, Zimbabwe) • Coordinator of PISA/PIAAC research in Flanders

4. Advance organizer

5. Traditional approaches

6. Advance organizer

7. Critical issues • Validity of evaluationapproach in view of assessment of skills and complex knowledge • Fant et al., (1985) • Rating scales, daily logs, anecdotal records, behavior coding, and self-assessment for evaluating student teachers. • Oralexaminations, portfolio assessment, centralassessmentcentres, 360° assessment • …

8. Recent developments Group learner Expert eacher Teachers Individuallearner Assessment system Externalinstitution Institutional level

9. Recent developments • Stronger focus on “consequential validity”of measurement (Gielen, Dochy & Dierick, 2003) • Stronger emphasis on feedback value of assessment • What is the “learning potential” of the assessment approach

10. Recent developments • Stiggins (1987): performance assessment • Performance assessment is expected to be geared in a better way to assess complex behavior in medical, legal, engineering, … and educational contexts (Sluijsmans, et.al., 2004).

11. Concrete examples • Self- and peer assessment • Rubrics based assessment

12. Self- and peer-assessment

13. Self- and peer assessment • Learn about your own learning process. • Schmitz (1994): “assessment-as-learning”. • ~ self corrective feedback

14. See experiential learning cycle of Kolb. • Boekaerts (1991) self evaluation as a competency. • Development of metacognitive knowledge and skills (see Brown, Bull & Pendlebury, 1998, p.181). • Freeman & Lewis (1998, p.56-59): developing pro-active learners

15. The Learning Cycle Model

17. Is it possible? Group evaluations tend to fluctuate around the mean

18. Learning to evaluate • Develop checklists • Give criteria • Ask to look for quality indicators. • Analysis of examples good and less good practices: develop a quality “nose”

19. Learning to evaluate • Freeman & Lewis (1998, p.127) : • Learnerdevelops list of criteria. • Pairs of learnerscomparelisted criteria. • Pairs develop a criterion checklist. • Individualapplication of checklist. • Use of checklist to evalutework of otherlearner. • Individualreworkshis/her work. • Finalresult checkeed by teacher and resultcompared to learnerevaluation. • Pairs rechecktheirworkon the base of teacher feedback.

20. Learning to evaluate • Peer evaluation is not the same as Peer grading • Final score is given by teacher • Part of score could build on accuracy of self/peer evaluation and self-correction

21. Rubrics

22. Rubrics • Rubrics focus on the relationship between competencies, criteria, and indicators and are organized along mastery levels (Morgan, 1999).

23. Rubrics: indicator-based assessment • Assessment objective • Criteria • Indicators in terms of observable behavior • Limited number of indicators

24. Rubrics: example • Writing a fiction story • Complex skill • Criteria?

25. Rubrics: example • Criteria? • .. • .. • ..

26. Rubrics: example Levels in indicators Indicator Criteria 3

27. PISA-levels in indicators Indicators Ability to apply scientific skill 3

28. http://teachers.teach-nology.com/cgi-bin/research.cgi

29. Critical thinking rubric http://academic.pgcc.edu/~wpeirce/MCCCTR/Designingrubricsassessingthinking.html

30. Informative websites • Overview tools, examples, theory, background, research: http://school.discoveryeducation.com/schrockguide/assess.html • Critical thinking rubrics: http://academic.pgcc.edu/~wpeirce/MCCCTR/Designingrubricsassessingthinking.html • Rubric generators: http://www.teach-nology.com/web_tools/rubrics/ • Intro about rubric sites: http://web.njit.edu/~ronkowit/teaching/rubrics/index.htm • Rubric APA research paper: http://web.njit.edu/~ronkowit/teaching/rubrics/samples/rubric_apa_research.pdf • Examples K12: http://school.discoveryeducation.com/schrockguide/assess.html • General intro :http://web.njit.edu/~ronkowit/teaching/rubrics/index.htm

33. Critical issues • Adoption of this assessment approach is marred by teacher beliefs about nature of evaluation (see e.g., Chong, Wong, & Lang, 2004); • Also student beliefs (Joram & Gabriele, 1998) • Validity of the criteria and indicators (Linn, 1990), • Reliability of performance evaluation, e.g., when multiple evaluators assess and score performance (Flowers & Hancock, 2003).

34. Statements about evaluation • Learners should be trained to develop themselves such rubrics. • Staff should collaborate in developing formal assessment and summative assessment rubrics • Rubrics will help staff to be more concrete as to their teaching and learning focus

35. Alternative Assessment in Eduation Prof. dr. Martin Valcke Workshop Innovative teaching and Learning Strategies in Higher Education Maputo 4-6 August, 2009