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Assessment Introduction

Assessment Introduction. Unit for the Enhancement of Learning and Teaching. A question…. A student has worked the following mathematical problem:. Working individually, give this student a mark out of ten Mark = ……/10. 269 23 x 5380 787 6167. Consider….

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Assessment Introduction

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  1. Assessment Introduction Unit for the Enhancement of Learning and Teaching

  2. A question… A student has worked the following mathematical problem: Working individually, give this student a mark out of ten Mark = ……/10 269 23 x 5380 787 6167

  3. Consider… • Was your judgement based on process or product? • What might affect the mark you gave?

  4. Assessment needs to be • Valid (measures what it is supposed to) • Reliable (reproducible results) • Transparent • Free of bias • Practicable

  5. Reproducibility The consistency or reproducibility of an assessment: • Markers: do they agree? • Can the test be repeated to achieve the same results? • Internal: does it agree with itself?

  6. But… • Is this achievable • In a discipline? • Across an institution? • How widely can or should results be reproduced? • Are these desirable educational purposes?

  7. Why assess? • Assessment is central to teaching and learning • Diagnostic (placement) • Summative (certification) • Formative (aiding learning) • Move towards ‘sustainable’ assessment (Boud 2000)

  8. Planning assessment • Integral to curriculum planning • Defining learning outcomes • Linking assessment criteria and learning outcomes • Assessment tasks should be designed so that students can demonstrate achievement of the learning outcomes

  9. What is being assessed? • Content learning • Skills (generic) • Skills (subject specific) With what effect? • Deep / surface learning

  10. Assessment and Feedback Assessment by whom? • Staff, peer, self How? • Three main forms- written, oral, performance Feedback? • Written, oral, recorded • Motivation, engagement

  11. Assessment workload • Staff • Students • Usefulness of assessments • Marking load

  12. References • Boud D 2000 Sustainable Assessment: rethinking assessment for the learning society, Studies in Continuing Education, Vol 22, No 2. • Gibbs G & Simpson C (2004) Conditions under which assessment supports students’ learning, Learning and Teaching in Higher Education, Issue 1. • Knight, P (2007) ‘Grading, classifying and future learning’ Ch 6 in D Boud & N Falchikov, Eds, Rethinking assessment in Higher Education, Oxon: Routledge.

  13. References • Knight, P 2001 Assessment: A briefing on Key Concepts, LTSN Generic Centre Assessment Series Number 7, LTSN Generic Centre: York. • Price, M; Handley, K & O’Donovan, B (2008) Feedback: What’s in it for me? Paper presented at the 4thEARLI/Northumbria Assessment Conference, Berlin. Available from http://www.iqb.hu-berlin.de/veranst/enac2008?reg=r_11.

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