Assessment: Achieving improved efficiency, effectiveness, educational integrity, equity and ethical practice Assoc Prof Janice Orrell Education Consultant
What is assessment? Difficult Subjectivity Complex Are comments right? Deciding if students have engaged with the course and met learning outcomes Source of income Grading and ranking Clarify standards Learn about the students Formative – engage and develop understanding Feedback Exams- quality control Credentialing – capacity as a profession Marking – Assessment; different Clinician – information gathering about capacity for understanding of learning outcomes – trigger intervention
Why do we do it? Purpose – defines what it is Process – integral to learning and teaching to guide and support learning (not just feedback) in light of the ‘orderly progression’
Efficiency. Is the work of staff and students on the assessment task the best use of time and effort or just helping to spin out a grade?
Effectiveness: Does the assessment process account for the diverse ways in which learning occurs and produce the best most enduring learning :
Assessment of learning? (postscript)
Assessment as learning? (pivot)
Educational integrity: Is there curriculum alignment?
Equity: Is success possible for all students?
Ethical practice: Are students educated about academic integrity and does the design minimize opportunities for plagiarism, cheating collusion or academic fraud?
Assessment Choices Formative or summative Grade or no grade Teach to the test or encourage creativity Weekly work or end of semester exam Individual or group work Essays or authentic projects Who grades…student, peer, profession or teacher Open or closed book exams Who will grade? University or professional practitioners? Set or negotiated tasks? Assess participation in class or not? How many pieces of assessment is enough? Seen or unseen exams Should presentation impact on grades? Should all students have to do the same tasks? How important are “hand-in” dates ? How much feedback?
What attributes would you like to engender in your graduates?
Knowledgeable disciplinary specialists?
Ethical, efficient & trust worthy professionals?
Collaborative, reliable colleagues and team players?
Community & corporate citizens?
Effective problem solvers?
Creative & critical reasoning thinkers?
Effective verbal & written communicators ?
To what extent do your current assessments encourage this? Knowledge Skills Dispositions Expert capabilities Professional Behaviour Disciplinary expertise
Assessment as Mapping Learning for the Curriculum? Workplace Context Professional Action Professional dispositions Knowledge Skills
You asked about current practices and policies…
Length of assignment per credit point?
How to avoid over-assessing?
compliance / motivated to learn.
Measures or Indicators (How will they best demonstrate the learning you are seeking?
Integrating more practical and problem-based assignments
How can you make it assessment as learning?
What designs best produce desired learning and graduate capabilities?
Authentic Tasks: Assessment as Learning
Eg. Library search (critical selection & team activity)
Forensic role play (investigation/problem solving)
Case presentations (theory/practice application)
Debates and position statement (evidence-based, opinion formation)
What is assessment? Not optimal, dynamic – changed as use to standards Increasing complexity – need to look at whole program Scaffolded learning for students Formative – Summative; Passion; integrated across the program Testing understanding, rather than what they remember Assessment can undermine learning – rituals of memorisation