David Boud 2008

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David Boud 2008

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

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