David Boud 2008

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Session A - Bradley forum

Session A - Bradley forum

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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.