CDE conference 9 February 2009 <ul><li>Assessment and evaluation in UG Laws:  </li></ul><ul><li>new directions and old cha...
London LLB/Dip ‘classic’ picture <ul><li>Long standing examination Board </li></ul><ul><li>Traditional assessment – unseen...
Process of redvelopment in to F&DL from 2001 <ul><li>Ist stage:  </li></ul><ul><li>increase learning resources </li></ul><...
Overall constraint <ul><li>‘… that as far as possible practices on external programmes should reflect those in place for t...
numbers <ul><li>Now c. 14,500 students </li></ul><ul><li>2007 marked 36,000 examination scripts </li></ul><ul><li>All doub...
Institutions ‘teaching’ to examination papers <ul><li>Materials have developed BUT are they used?  Still ‘classic assessme...
2005 onwards radical re-appriasal <ul><li>In part due to external pressures (JASB revalidation) review of assessment to se...
outcomes <ul><li>Division of degree: QLD and non-QLD ‘streams’ by student choosing to do add on skills activities (the Law...
Other outcome <ul><li>All questions on the table! </li></ul><ul><li>Importance of technology  </li></ul><ul><li>New single...
Questions multiply <ul><li>What is the reality of the immediate learning or not-learning environment? </li></ul><ul><li>Do...
Academic guidance  <ul><li>Do student know how to understand what London expects? </li></ul><ul><li>Functional literacy (n...
headings for a subject ‘guide’: part 1 <ul><li>These are the aims of this subject... </li></ul><ul><li>The reason for havi...
Headings for subject guide; part 2 <ul><li>This is how and at what points you will be given  feedback  </li></ul><ul><li>o...
Aims (information – practice) Learning Outcomes What should the students be  able to know, understand, do? Standards Learn...
Constructive alignment (easy in theory, but feedback loop is crucial)
Peer assessment <ul><li>What opportunities for peer assessment exist? </li></ul><ul><li>Work with ‘teaching institutions’ ...
Evaluation?
Upcoming SlideShare
Loading in …5
×

CDE Conference 09/02/2009. W Morrison. Assessment and evaluation in UG Laws: new directions and old challenges

361
-1

Published on

Research in Distance Education:
from present findings to future agendas. Evaluation and Assessment strand presentation.
Dr Wayne Morrison
External Laws Programme

Published in: Education
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total Views
361
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
6
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide

CDE Conference 09/02/2009. W Morrison. Assessment and evaluation in UG Laws: new directions and old challenges

  1. 1. CDE conference 9 February 2009 <ul><li>Assessment and evaluation in UG Laws: </li></ul><ul><li>new directions and old challenges </li></ul>
  2. 2. London LLB/Dip ‘classic’ picture <ul><li>Long standing examination Board </li></ul><ul><li>Traditional assessment – unseen 3 hour examinations </li></ul><ul><li>Large syllabi </li></ul><ul><li>Very little guidance from London </li></ul><ul><li>Teaching conducted by third party, commercial institutions </li></ul><ul><li>Difficulty of communication </li></ul>
  3. 3. Process of redvelopment in to F&DL from 2001 <ul><li>Ist stage: </li></ul><ul><li>increase learning resources </li></ul><ul><li>cultural change both in EISA and Laws community to embrace ‘distance learning’ as governing description </li></ul><ul><li>Involvement of outside consultants </li></ul><ul><li>Work with private institutions, i.e. visit, lecture, attend convocations </li></ul>
  4. 4. Overall constraint <ul><li>‘… that as far as possible practices on external programmes should reflect those in place for the internal programme’ </li></ul><ul><li>But what if the internal programme carries particular conservative practices? </li></ul><ul><li>Most assessment in the Laws Schools is by unseen 3 hour examinations </li></ul><ul><li>Marking and progression is ‘by part’ and not modular </li></ul><ul><li>Have to pass ‘all’ the examinations taken in one go to progress </li></ul><ul><li>Not at all dl practices </li></ul>
  5. 5. numbers <ul><li>Now c. 14,500 students </li></ul><ul><li>2007 marked 36,000 examination scripts </li></ul><ul><li>All double marked i.e. 72,000 markings </li></ul><ul><li>c. 5000 candidates in 1 st year </li></ul><ul><li>Only 50% of year 1 go to year 2 </li></ul><ul><li>Only 60 % of year 2 go to year 3 </li></ul>
  6. 6. Institutions ‘teaching’ to examination papers <ul><li>Materials have developed BUT are they used? Still ‘classic assessment outcomes, e.g. </li></ul><ul><li>Answers that look like from script </li></ul><ul><li>Many similar answers (including same typos and grammatical mistakes </li></ul><ul><li>Are we assessing the student or the tutor? </li></ul><ul><li>The ‘jury question’ paradigm. </li></ul>
  7. 7. 2005 onwards radical re-appriasal <ul><li>In part due to external pressures (JASB revalidation) review of assessment to see </li></ul><ul><li>Fit with minimum levels of learning materials for QLD degree </li></ul><ul><li>Fit with ‘skills agenda’, both subject specific and transferable </li></ul>
  8. 8. outcomes <ul><li>Division of degree: QLD and non-QLD ‘streams’ by student choosing to do add on skills activities (the Law Skills portfolio by pathway 1 or 2. </li></ul><ul><li>All students confront research activities in year 1 subject (CLRI) </li></ul><ul><li>If want QLD then choose one of the Skills pathways in final year </li></ul>
  9. 9. Other outcome <ul><li>All questions on the table! </li></ul><ul><li>Importance of technology </li></ul><ul><li>New single sign on portal introduced in 2008 but ‘teething issues’ </li></ul><ul><li>Difficulties of communication remain </li></ul><ul><li>Need effective academic guidance </li></ul>
  10. 10. Questions multiply <ul><li>What is the reality of the immediate learning or not-learning environment? </li></ul><ul><li>Do students get practice and feedback on all major learning outcomes prior to final assessment? </li></ul><ul><li>Is feedback aligned with what London would do? </li></ul><ul><li>Is self-assessment incorporated into the learning of the course unit? </li></ul>
  11. 11. Academic guidance <ul><li>Do student know how to understand what London expects? </li></ul><ul><li>Functional literacy (not literacy per se.) </li></ul><ul><li>Are students shown how to read messages and spot cues about criteria for attainment from the nature of the activities they are given? </li></ul><ul><li>Are there structured opportunities for students to discuss their learning with peers and benefit from peer feedback? </li></ul>
  12. 12. headings for a subject ‘guide’: part 1 <ul><li>These are the aims of this subject... </li></ul><ul><li>The reason for having this subject and for having it at this </li></ul><ul><li>level or point in the course is... </li></ul><ul><li>By the end of studying this subject you will be able to... </li></ul><ul><li>These are the main ways of learning and teaching which will </li></ul><ul><li>help you to achieve the learning outcomes... </li></ul><ul><li>This is how the learning outcomes will be assessed... </li></ul>
  13. 13. Headings for subject guide; part 2 <ul><li>This is how and at what points you will be given feedback </li></ul><ul><li>on your performance... </li></ul><ul><li>To achieve a pass you should... </li></ul><ul><li>These are examples of the content of the unit... </li></ul><ul><li>These are examples of the main learning resources you will use... </li></ul>
  14. 14. Aims (information – practice) Learning Outcomes What should the students be able to know, understand, do? Standards Learning and Teaching Strategy What methods will help students achieve the learning outcomes? Assessment Criteria On what basis will you judge if students have met the learning outcomes and how well? Assessment Strategy How will you assess if students have met the learning outcomes? (source: Rosie Bingham 2001)
  15. 15. Constructive alignment (easy in theory, but feedback loop is crucial)
  16. 16. Peer assessment <ul><li>What opportunities for peer assessment exist? </li></ul><ul><li>Work with ‘teaching institutions’ and research shows complexity of relationship/context of operation </li></ul><ul><li>Extremely difficult to achieve blended learning </li></ul>
  17. 17. Evaluation?
  1. A particular slide catching your eye?

    Clipping is a handy way to collect important slides you want to go back to later.

×