Assessment                  Phil CareyFaculty of Health and Applied Social Sciences             Clare Milsom       Academi...
What is assessment for?•   Reflecting knowledge•   Demonstrating skills•   Personal development•   Rite of passage•   Diff...
Theoretical/philosophical basis of             assessment?function                  perspectiveReflecting knowledge      F...
Assessment as a system• External factors   – Professional/disciplinary expectations   – Culture• Institutional factors   –...
What do tutors bring?• Values/beliefs about assessment• Personal experiences – as assessor and as  student• Awareness of g...
What do students bring?• Cultural background and personal  circumstances• Perceptions…of task and of tutor• Prior experien...
What do ‘institutions’ bring?• Community of practice• Policy and regulation• Quality assurance and enhancement  processes•...
Types of assessment http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/understanding-                     ...
Why is assessment so important?1. Assessment has a major influence on:    what students learn    how we teach    how stude...
Teaching teaching and understanding understanding19-minute award-winning short-film about teaching at University: (((http:...
Course content     AssessmentTeaching methods   Study approach  Assessment
Constructive alignment (Biggs 1999)  Learner constructs their own learning through learning activities       Teaching and ...
Structure of the Observed LearningOutcomes (Biggs and Collis 1982)SOLO taxonomy                 Surface understanding   De...
Bloom’s revisedtaxonomy(Anderson andKrathwohl 2001)
Level      Bloom              Solo       Verb        [knowledge]        [learning]6/7        Creating                     ...
What’s wrong here?1. Identify the key constitutional structures of the   European Union and critically analyse the origins...
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Pg cert lthe assessment 2012 bb

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Pg cert lthe assessment 2012 bb

  1. 1. Assessment Phil CareyFaculty of Health and Applied Social Sciences Clare Milsom Academic Enhancement Unit
  2. 2. What is assessment for?• Reflecting knowledge• Demonstrating skills• Personal development• Rite of passage• Differentiating between students• Maintaining standards
  3. 3. Theoretical/philosophical basis of assessment?function perspectiveReflecting knowledge FunctionalismDemonstrating skills InstrumentalismPersonal development HumanismRite of passage Social learningDifferentiating between Cultural capitalstudentsMaintaining standards Neo-liberalism
  4. 4. Assessment as a system• External factors – Professional/disciplinary expectations – Culture• Institutional factors – Resources – Regulations• Course-based factors – Team culture – Curriculum design – Procedures• Module factors – Module design
  5. 5. What do tutors bring?• Values/beliefs about assessment• Personal experiences – as assessor and as student• Awareness of good practice and methods• Time …to set the task…to mark…to feedback
  6. 6. What do students bring?• Cultural background and personal circumstances• Perceptions…of task and of tutor• Prior experiences• Approach to study• Time …to understand the task…to complete the task…to engage with feedback
  7. 7. What do ‘institutions’ bring?• Community of practice• Policy and regulation• Quality assurance and enhancement processes• Guidance and support• Staff development• Reward and recognition• Resources – personnel, time, technology
  8. 8. Types of assessment http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/understanding- assessment-second-edition.pdf• Diagnostic• Formative• SummativeDON’T FORGET….feedback
  9. 9. Why is assessment so important?1. Assessment has a major influence on: what students learn how we teach how students organise their studies how individuals are able to progress2. Staff and students spend more time on assessment than on anything else“Assessment IS the curriculum as far as many students are concerned – they’lllearn what they think they’ll be assessed on, not what’s in the curriculum orwhat’s been covered in class” Ramsden (1992)
  10. 10. Teaching teaching and understanding understanding19-minute award-winning short-film about teaching at University: (((http://www.daimi.au.dk/~brabrand/short-film/ ))) Students take responsibility for their learning. ‘Deep’ rather than ‘surface approach’
  11. 11. Course content AssessmentTeaching methods Study approach Assessment
  12. 12. Constructive alignment (Biggs 1999) Learner constructs their own learning through learning activities Teaching and Assessment learning methods activities Intended Designed to learning Designed to meet outcomes assess learning learning outcomes outcomes How will they learn? What do we want our How will we know the students to know? students have learnt?‘High levels of detail of learning outcomes and assessment criteria, allow students toidentify what they ought to pay attention to, but also what they can safely ignore’.(Gibbs 2010: 25)
  13. 13. Structure of the Observed LearningOutcomes (Biggs and Collis 1982)SOLO taxonomy Surface understanding Deep understanding
  14. 14. Bloom’s revisedtaxonomy(Anderson andKrathwohl 2001)
  15. 15. Level Bloom Solo Verb [knowledge] [learning]6/7 Creating Extended Design, hypothesise, construct, reflect6/7 abstract Evaluating5/6 Analysing Relational Apply, compare, analyse, debate5/6 Applying3/4 Understanding Multistructural Classify, illustrate, report,3/4 Remembering Unistructural Identify, name, define, label, write All learning outcomes include: Verb, content, context
  16. 16. What’s wrong here?1. Identify the key constitutional structures of the European Union and critically analyse the origins and effects of these structures by using the conceptual tools of comparative politics.2. Recall the fundamental principles of structural, mechanical and electrical engineering.3. Write a report on the decontamination of reclaimed land.4. Explore global provision of emergency healthcare5. State the six categories of Bloom’s taxonomy.

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