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Assessment for Learning: Mixed Modes for First-Year Student Learning on B.Ed. (Hons) Program

This research explores how different modes of assessment support first-year students' learning on the B.Ed. (Hons) program, focusing on the challenges students face and the emerging pedagogies to support their learning journey.

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Assessment for Learning: Mixed Modes for First-Year Student Learning on B.Ed. (Hons) Program

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  1. Assessment is for Learning: how mixed modes of assessment supportfirst year student learning on the B Ed (Hons) programme Julie McAdam; Margaret McCulloch; Beth Dickson 24th April 2009

  2. The first year experience across the disciplines • Troublesome knowledge is knowledge that is ‘alien’, or counter-intuitive or even intellectually absurd at face value.’ (Perkins, 1999) • ‘Getting students to reverse their intuitive understandings can be troublesome, as the reversal can involve an emotional reaction (Cousins, 2006) • Disjunction – retreat, temporising, avoidance, engagement (Savin-Badin, 2004, 2006) • Liminal states – learning is affective and cognitive and can lead to shifts in identity, which in turn can feel uncomfortable. (Meyers and Land, 2003)

  3. Research on Assessment • Assessment for learning; as well as of learning (Ramsden 2003; Black and Wiliams 1998) • Regular, high-quality feedback is associated with student success (Nicol 2009:14) • Formative assessment links course aims to summative assessment (Yorke 2005 in Nicol 2009:16) • For students assessment delineates the curriculum (Ramsden 2003:182) • Different modes of assessment provide a richer picture of student learning (Ramsden 2003: 185)

  4. Emerging Pedagogy – supporting students through disjunction • Conceptual content vs. processes of learning • Assessment is for Learning • Formative assessment in year one • Course design, lecture/seminar patterns • Portfolio compilation and interviews • Spaces for discussion on Moodle • Class rep and meetings process • Course evaluations • Enquiry led learning

  5. Overview Learning in the field and on the course Task three Reflection on a learning conversation Task one Annotated map Task two Personal reflection Task four Group presentation Task five Glossary of terms Portfolio health check Summative essay plus extracts from the portfolio

  6. Constructing a formative assessment task • State learning outcomes or objectives • Describe the task • Lay out the procedure with timelines • Cross reference to criteria

  7. Examples

  8. Summing Up For staff • Assessment is an integral part of the learning and teaching cycle • It is complex to construct For students • It reduces the fear factor • It promotes self directed learning

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