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David Boud 2008
David Boud 2008
David Boud 2008
David Boud 2008
David Boud 2008
David Boud 2008
David Boud 2008
David Boud 2008
David Boud 2008
David Boud 2008
David Boud 2008
David Boud 2008
David Boud 2008
David Boud 2008
David Boud 2008
David Boud 2008
David Boud 2008
David Boud 2008
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David Boud 2008

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Session A - Bradley forum

Session A - Bradley forum

Published in: Education, Technology
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  • 1. Assessment for learning in and beyond courses: A consultation David Boud University of Technology, Sydney 20 November 2008
  • 2. Overview
    • What is the program?
    • The main idea
    • The website
  • 3. What is the program?
    • ALTC Senior Fellowship
    • Changing assessment practices
    • Emphasis on long term learning
    • Influencing decision-makers
  • 4. The main idea
    • Change in our conception of assessment!
    • Assessment is for building the capacity of students to be informed judges of their own learning (and that of others) after the course
  • 5. Implications of the idea
    • Assessment is subordinated to learning
    • It is about building the reflexive learner
    • Each assessment event is an opportunity to build capacity to be an effective learner beyond graduation
  • 6. The website: Assessment Futures
    • Elements of assessment practices to contribute to long term learning
    • Assistance in the design of assessment
    • Link with examples (mainly located elsewhere)
    • It takes a point of view: it is not a general purpose website on for assessment for learning
  • 7. Elements of assessment practices
    • Main categories:
    • Active engagement
    • Giving and receiving feedback
    • Modelling and practice
    • Working with peers
    • ‘ Authentic’ and investigative activities
    • Becoming aware of learning and judgement
    • Integrative activities
    • Designing assessments
  • 8. 1. Active engagement
    • 1.1. Class engagement
    • 1.2. Early involvement and early practice
    • 1.3. Judging samples of the work of others
    • 1.4. Identifying and developing standards and criteria
  • 9. 2. Giving and receiving feedback
    • 2.1. Peer feedback
    • 2.2. Student influenced feedback from tutors (or others)
    • 2.3. Calibrating judgements against others or against standards
    • 2.4. ‘Publicly’ rehearsing arguments before a judge
  • 10. 3. Modelling and practice
    • 3.1. Use of model answers or worked examples
    • 3.2. Opportunities to practise working with the material involved in any given module
    • 3.3 Developing an assignment in stages
    • 3.4. Identifying when further practice is needed
  • 11. 4. Working with peers
    • 4.1. Peer coaching
    • 4.2. Creating guidelines/advice for others
    • 4.3. Group assessment
    • 4.4. Group self-assessments
    • 4.5. Tasks requiring involvement of others
    • 4.6. Team/group work on defining and solving problems
  • 12. 5. ‘Authentic’ and investigative activities
    • 5.1. Undertaking authentic tasks
    • 5.2. Authentic modes of presentation
    • 5.3. Projects and research-oriented investigations
    • 5.4. Learning agreements
  • 13. 6. Becoming aware of learning and judgement
    • 6.1. Task selection
    • 6.2. Self-testing and the utilisation of results
    • 6.3. Confidence marking
    • 6.4. Withholding marks until specific comments have been considered
    • 6.5. Promoting reflection/reflexivity/meta-learning
    • 6.6. Reviewing what is and is not known
    • 6.7. Re-presenting achievements or outcomes in different forms
  • 14. 7. Integrative activities
    • 7.1. Integrative tasks
    • 7.2. Integrating assessment over single unit or module
    • 7.3. Integrating assessment across units or over time
    • 7.4. A capstone activity
    • 7.5. Patchwork text assessment
    • 7.6. Assessments linked to generic attributes/key skills/program outcomes
    • 7.7. Learning portfolios/learning journals
  • 15. 8. Designing assessments
    • 8.1. Students create assessment rubrics.
    • 8.2. Students create their own tests.
    • 8.3. Students design the course
  • 16. What is missing? What are good examples? Where should we look? What else is needed on such a website? What would your expectations be of such a resource?
  • 17.  
  • 18.  

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