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Whalley shu-talk-final
 

Whalley shu-talk-final

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    Whalley shu-talk-final Whalley shu-talk-final Presentation Transcript

    • Masterchef, GBB-O and Tom vs Mr Gove and Captain Najork: some thoughts on Education and Assessment Brian Whalley Monday, 16 September 13
    • Masterchef, GBB-O and Tom Monday, 16 September 13
    • Masterchef, GBB-O and Tom Monday, 16 September 13
    • Masterchef, GBB-O and Tom Monday, 16 September 13
    • Masterchef, GBB-O and Tom Monday, 16 September 13
    • Masterchef, GBB-O and Tom vs Mr Gove and Captain Najork: Monday, 16 September 13
    • Masterchef, GBB-O and Tom vs Mr Gove and Captain Najork: Monday, 16 September 13
    • Masterchef, GBB-O and Tom vs Mr Gove and Captain Najork: Monday, 16 September 13
    • Masterchef, GBB-O and Tom vs Mr Gove and Captain Najork: Monday, 16 September 13
    • Masterchef, GBB-O and Tom vs Mr Gove and Captain Najork: some thoughts on Education and Assessment Monday, 16 September 13
    • Personalising HE for students - Towards better education by integration of tasks, activities, achievements and feedback in a time of mass education Monday, 16 September 13
    • Personalising HE for students - Towards better education by integration of tasks, activities, achievements and feedback in a time of mass education (and give value for money) Monday, 16 September 13
    • On the road - links and ideas • Mr Stobart’s fine transport system – personalised tractive units • Hayton Coulthard • Fagan and Whalley Mass Education and Bulk Transport Image: Khuene + Nahel Monday, 16 September 13
    • On the road - links and ideas • Mr Stobart’s fine transport system – personalised tractive units • Hayton Coulthard • Fagan and Whalley Mass Education and Bulk Transport Image: Khuene + Nahel Monday, 16 September 13
    • On the road - links and ideas • Mr Stobart’s fine transport system – personalised tractive units • Hayton Coulthard • Fagan and Whalley Khuene + Nagel = bulk transport of Philosophy of Science? Mass Education and Bulk Transport Image: Khuene + Nahel Monday, 16 September 13
    • Thomas Nagel ‘What is it like to be a bat?’ The Philosophical Review 83 (1974); 435-50 Reductionist - Scientism etc Monday, 16 September 13
    • Thomas Nagel ‘What is it like to be a bat?’ The Philosophical Review 83 (1974); 435-50 Reductionist - Scientism etc But we should explore...... ‘What is it like to be a student?’ Because I think ‘we’ have forgotten in an age of ‘massification’ Monday, 16 September 13
    • What is it like to be a student? (with apologies to Chiroptera and Thomas Nagel) Higher Education Challenge Original Image: BBC Monday, 16 September 13
    • Higher Education Website Image: Guardian Monday, 16 September 13
    • Higher Education Website Image: Guardian Monday, 16 September 13
    • Higher Education Website Image: Guardian Monday, 16 September 13
    • Higher Education We think we might know Not the same as what students (or their parents) expect from a degree Thinking ≠ lectures + (unseen) exam Website Image: Guardian Monday, 16 September 13
    • Learning experiences .... NOT: ‘pile ‘em high and lecture ‘em long’ and then examine them! Image: Wikipedia Image: Unknown source Monday, 16 September 13
    • Learning experiences .... NOT: ‘pile ‘em high and lecture ‘em long’ and then examine them! Sage on the stage from this; the lecture? The Name of the Rose - Umberto Eco (The Sage of Bologna) ‘The Sage of the Page’ Image: Wikipedia Image: Unknown source Monday, 16 September 13
    • 'You know what a learning experience is? A learning experience is one of those things that says, 'You know that thing you just did? Don't do that.’ (Douglas N Adams 'The Salmon of Doubt', p274) Image: Wikipedia Monday, 16 September 13
    • 'You know what a learning experience is? A learning experience is one of those things that says, 'You know that thing you just did? Don't do that.’ (Douglas N Adams 'The Salmon of Doubt', p274) So what do we do? Image: Wikipedia Monday, 16 September 13
    • 'You know what a learning experience is? A learning experience is one of those things that says, 'You know that thing you just did? Don't do that.’ (Douglas N Adams 'The Salmon of Doubt', p274) Use UUE - Unreal University Existence Give ‘em exams - which students don’t like, These aren’t RLEs* (usually - but can approximate) Are not experiential (mostly) And students don’t do well at them And we never seem to ask why not? So what do we do? Image: Wikipedia Monday, 16 September 13
    • 'You know what a learning experience is? A learning experience is one of those things that says, 'You know that thing you just did? Don't do that.’ (Douglas N Adams 'The Salmon of Doubt', p274) Use UUE - Unreal University Existence Give ‘em exams - which students don’t like, These aren’t RLEs* (usually - but can approximate) Are not experiential (mostly) And students don’t do well at them And we never seem to ask why not? So what do we do? Image: Wikipedia Monday, 16 September 13
    • 'You know what a learning experience is? A learning experience is one of those things that says, 'You know that thing you just did? Don't do that.’ (Douglas N Adams 'The Salmon of Doubt', p274) Use UUE - Unreal University Existence Give ‘em exams - which students don’t like, These aren’t RLEs* (usually - but can approximate) Are not experiential (mostly) And students don’t do well at them And we never seem to ask why not? How to avoid the panic? So what do we do? Image: Wikipedia Monday, 16 September 13
    • 'You know what a learning experience is? A learning experience is one of those things that says, 'You know that thing you just did? Don't do that.’ (Douglas N Adams 'The Salmon of Doubt', p274) Use UUE - Unreal University Existence Give ‘em exams - which students don’t like, These aren’t RLEs* (usually - but can approximate) Are not experiential (mostly) And students don’t do well at them And we never seem to ask why not? How to avoid the panic? So what do we do? * RLE - Real Learning Experiences (employability) Image: Wikipedia Monday, 16 September 13
    • Heading towards .... ? • ‘Achievement’ how do we measure this? • The 2i student (>50% of students with >59% overall marks) • A 2 hour exam and a 1500 word essay What Mr Gove means by ‘rigour’ ? who also doesn’t like ‘continuous assessment’ • What do we deliver for a module of 10, 20 or 30 credits? (and how to assess?) Monday, 16 September 13
    • Personalised learning High quality teaching and learning Target setting and tracking Focused assessment Intervention Pupil grouping The learning environment Curriculum organisation The extended curriculum, and Supporting children’s wider needs DfE ‘Personalised Learning- A Practical Guide’ 2008 Monday, 16 September 13
    • Active Learning (and learning spaces) Images: Brian Whalley Monday, 16 September 13
    • Active Learning (and learning spaces) Images: Brian Whalley Monday, 16 September 13
    • Assessment + feedback Monday, 16 September 13
    • Assessment + feedback Monday, 16 September 13
    • Assessment + feedback Monday, 16 September 13
    • The ‘connoisseur approach’ to assessment Assessment + feedback Monday, 16 September 13
    • The ‘connoisseur approach’ to assessment They want ‘the highest standards’ - achievements How do competitors know they have achieved? Criteria Set – doing cooking Feedback – comments (and faces from Monica) Assessment + feedback Monday, 16 September 13
    • Or Tom vs Captain Najork You win by ‘messing around’ rather than learning the Nautical Almanack Image: Quentin Blake (Red Fox) Monday, 16 September 13
    • Images: Quentin Blake (Red Fox) Monday, 16 September 13
    • Images: Quentin Blake (Red Fox) Monday, 16 September 13
    • Images: Quentin Blake (Red Fox) Monday, 16 September 13
    • Images: Quentin Blake (Red Fox) Monday, 16 September 13
    • Images: Quentin Blake (Red Fox) Monday, 16 September 13
    • Images: Quentin Blake (Red Fox) Monday, 16 September 13
    • Image: Brokensymphony Monday, 16 September 13
    • Module Planning Hmmm….. I think we do this too often Image: Brokensymphony Monday, 16 September 13
    • Module Planning Hmmm….. I think we do this too often Image: Brokensymphony Monday, 16 September 13
    • Module Planning Hmmm….. I think we do this too often Image: Brokensymphony Monday, 16 September 13
    • Module Planning Hmmm….. I think we do this too often Constructive Alignment the underpinning concept behind the requirements for programme specification, declarations of Intended Learning Outcomes (ILOs) and assessment criteria – Image: Brokensymphony Monday, 16 September 13
    • Module Planning Hmmm….. I think we do this too often Constructive Alignment the underpinning concept behind the requirements for programme specification, declarations of Intended Learning Outcomes (ILOs) and assessment criteria – Criterion Based AssessmentImage: Brokensymphony Monday, 16 September 13
    • Assessment criteria are descriptions of what the learner has to do in order to demonstrate that the learning outcomes have been achieved. [threshold standard; minimum expectation to achieve credit] Show students how the mark given was achieved Dumbing down? Monday, 16 September 13
    • Students do not perform well: If they have social problems If they have financial problems If they have housing problems etc If they hate exams If they don’t have good ‘memories’ If they have special needs If they are ‘detail’ people and need general view (and vice-versa) If their first language is not English etc Monday, 16 September 13
    • Kathy Sierra headrush.typepad.com/creating_passionate_users/2006/11/why_does_engine.html Monday, 16 September 13
    • Student Engagement Hu and Kuh (2001, p. 3) “the quality of effort students themselves devote to educationally purposeful activities that contribute directly to desired outcomes”. .... focuses on the extent to which students are engaging in activities which higher education research has shown to be linked with high quality learning outcomes. Kerri-Lee Krause and Hamish Coates Monday, 16 September 13
    • What the best college teachers do (Ken Bain, Harvard UP 2004) What big questions will my course help students answer? What reasoning abilities must students have/develop? What mental models are students likely to bring with them? What information will my students need to understand? How can I help students have difficulty understanding questions? How will I confront my students with conflicting problems? How will I find out what they know already? How will I help students learn to learn?....... Monday, 16 September 13
    • 6 Competencies students need to gain Competence – encouragement by challenge and remarks to achieve skills levels Confidence – promoting remarks to show themselves, and others, their achievements Critical thinking – which is what we have been wanting all along in 'Thinking skills’, used in problem solving Creativity – in what students do and how they do it Collaboration – bringing in team-working and ethics Commonality – of purpose, to achieve specified (and unspecified) objectives Curtiosity – which is more than curiosity. Marcia Mentkowski Mihály Csíkszentmihályi Monday, 16 September 13
    • Feedback( Assess( Reflect( Personalize( Contextualize( Collaborate( Engage( Connect( Inform ( Outcomes( Tutor Contact Tutor facilitation Peer moderation Social/Professional Context Personal Context Reflection Assessment Feedback Learning Materials Objec?ves( Simon Atkinson’s SOLE project Student-Owned Learning-Engagement Model Image: Simon Atkinson Monday, 16 September 13
    • Atkinson’s amplified Bloom (domain) taxonomy Image: Simon Atkinson Monday, 16 September 13
    • Atkinson’s amplified Bloom (domain) taxonomy Domains – Knowledge structures, from knowing facts to thinking skills Image: Simon Atkinson Monday, 16 September 13
    • Feedback and Feedforward in a control system sense Do ‘exams’ provide a reference input (or even output?) A MCQ might do this. Criterion Referencing might too. Monday, 16 September 13
    • Feedback and Feedforward in a control system sense Do ‘exams’ provide a reference input (or even output?) A MCQ might do this. Criterion Referencing might too. Monday, 16 September 13
    • Feedback and Feedforward in a control system sense Do ‘exams’ provide a reference input (or even output?) A MCQ might do this. Criterion Referencing might too. Monday, 16 September 13
    • Feedback and Feedforward in a control system sense Do ‘exams’ provide a reference input (or even output?) A MCQ might do this. Criterion Referencing might too. Monday, 16 September 13
    • Educational ‘ramp up’ To raise the level of ‘attainment’ We need controlled input, ramping up. – Output, achievement, results Monday, 16 September 13
    • Educational ‘ramp up’ To raise the level of ‘attainment’ We need controlled input, ramping up. – Output, achievement, results Monday, 16 September 13
    • Educational ‘ramp up’ To raise the level of ‘attainment’ We need controlled input, ramping up. – Output, achievement, results attainment Monday, 16 September 13
    • Educational ‘ramp up’ To raise the level of ‘attainment’ We need controlled input, ramping up. – Output, achievement, results attainment Ee Ee Marks, no remarks for Exam events Monday, 16 September 13
    • Educational ‘ramp up’ To raise the level of ‘attainment’ We need controlled input, ramping up. – Output, achievement, results attainment Ee Ee Marks, no remarks for Exam events Ese Ee Delayed marks and remarks for Essay event Monday, 16 September 13
    • Educational ‘ramp up’ To raise the level of ‘attainment’ We need controlled input, ramping up. – Output, achievement, results attainment Ee Ee Marks, no remarks for Exam events Ese Ee Delayed marks and remarks for Essay event T Task set with Criterion Referenced assessment Monday, 16 September 13
    • Also ‘Grade Descriptors’ • These are from the tutor’s point of view. • How do students know how to achieve designated grades? • How does ‘feedback’ help with this process? • How are standards maintained? Eg by various markers? ‘I know a 2:1 when I see it; understanding criteria for degree classification in franchised university programmes’ Ecclestone, K. (2001) Journal of Further and Higher Education 25: 301-313 Monday, 16 September 13
    • Assessment and Feedback, Engagement and Competencies Images: Quentin Blake (Red Fox) Image: BBC Monday, 16 September 13
    • Assessment and Feedback, Engagement and Competencies Images: Quentin Blake (Red Fox) Image: BBC Monday, 16 September 13
    • Assessment and Feedback, Engagement and Competencies Images: Quentin Blake (Red Fox) Image: BBC Monday, 16 September 13
    • Assessment and Feedback, Engagement and Competencies Images: Quentin Blake (Red Fox) Image: BBC Monday, 16 September 13
    • Assessment and Feedback, Engagement and Competencies How do we do things better, from the students’ point of view? Images: Quentin Blake (Red Fox) Image: BBC Monday, 16 September 13
    • Assessment and Feedback, Engagement and Competencies How do we do things better, from the students’ point of view? Images: Quentin Blake (Red Fox) Image: BBC Monday, 16 September 13
    • Follow-up references: Atkinson, S. P. (2010). Embodied and embedded theory in practice: The student-owned learning-engagement (SOLE) model. The International Review of Research in Open and Distance Learning, 12(2), 1-18. Bain, K. 2004, What the best college teachers do. Harvard University Press Hoban, R. and Blake Q. 1974. How Tom beat Captain Najork and his hired sportsmen. Jonathan Cape, Red Fox Krause, K-L and Coates, H. 2008, Students’ Engagement in First-year University, Assessment & Evaluation in Higher Education, 33(5). Sierra, K. Headrush.typepad.com/creating_passionate_users/2006/11/ why_does_engine.html Monday, 16 September 13