Innovations in assessment and evaluation

1. Innovations in assessment and evaluation Martin Valcke Martin.Valcke@UGent.be http://users.ugent.be/~mvalcke/CV_2012/

2. Structure • Advance organizer: evidence-base for evaluation and assessment • Activity 1: What is assessment and evaluation? • Trends assessment & evaluation • Self and peer assessment • Activity 2: Develop a self-assessment activity • Rubrics • Activity 3: Develop a rubric

3. Conclusions • Consider differences between: measurement, evaluating and scoring • Reconsider the responsibilities for assessment and evaluation • Develop reflective competencies of staff and students

4. Advance organizer • Where is the evidence about assessment and evaluation?

5. The importance of assessment & evaluation

7. Activity 1: What is assessment & evaluation? • Write down elements that define what assessment and/or evalution comprise.

8. What is assessment & evaluation? • Three elements: • Measure: get data from student about his/her answer or behavior (test, exam, task) • Evaluate: what is the value of the “answer/behavior”? • Score: what score will be attributed to a quality level in the answer or behavior?

9. Question • What responsibility would you hand over to students? • Measure: get data from student about his/her answer or behavior (test, exam, task) • Evaluate: what is the value of the “answer/behavior”? • Score: what score will be attributed to a quality level in the answer or behavior?

10. Trends in Assessment & Evaluation • Major changes in the place, role, function, focus, approach, tools, … in higher education • Among trends: major shift in WHO is responsible for the evaluation and in the TOOLS being used

11. Trends in assessment & evaluation • Shared characteristics: • Focus on “behavior” • Focus on “authentic” behavior • Foicus on “complex” behavior • Explicit “criteria” • Explicit “standards” • Need for concrete feedback • Focus on “consequential validity” Gielen, Dochy & Dierick (2003)

12. Trends in Assessment & Evaluation Trends according to Fant et al. (1985, 2000): • Assessment centres • Self and Peer assessment • Portfolio assessment • Logbooks • Rubrics

13. Trend 1 Self and Peer assessment Trends according to Fant et al. (1985, 2000): • Assessment centres • Self and Peer assessment • Portfolio assessment • Logbooks • Rubrics

14. Group learner Teachers Expert teacher Individuallearner Assessment system Externalinstitution Institutional level

15. Definition self assessment • Self assessment can be defined as “the evaluation or judgment of ‘the worth’ of one’s performance and the identification of one’s strengths and weaknesses with a view to improving one’s learning outcomes” (Klenowski, 1995, p. 146). 15

16. Definition peer assessment • Peer assessment can be defined as “an arrangement in which individuals consider the amount, level, value, worth, quality, or success of the products or outcomes of learning of peers of similar status” (Topping, 1998, p. 250). 16

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

18. 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

19. The Learning Cycle Model

20. Self – and Peer Assessment • in Medical education: • Some studies

21. Accuracy 21

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24. Tool for self assessment 24

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27. Attitudes 27

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30. Attitudes 2 30

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33. Reliability 33

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36. Accuracy 2 36

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39. Confidence / performance 39

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42. Accuracy 3 42

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45. Assessment ability 45

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48. Longitudinal 48

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