Assessment
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Assessment Presentation Transcript

  • 1. Presentation Title Example Author: Simon Haslett 15 th October 2009 Post Graduate Certificate: developing professional practice in HE Topic Developing Good Practice in Assessment
  • 2. Developing Good Practice in Assessment
    • Chapter objectives
    • Who cares about assessment?
    • Purposes of assessment
    • The assessment process
    • Modes of assessment
    • Key issues in assessment
    • Developing assessment for learning
    • Sharing ideas
    • Improving summative assessment
    • Reflective summary
    • Bibliography
  • 3. 1: Objectives
    • to identify the multiple purposes of assessment
    • to describe key terms and concepts in assessment
    • to evaluate an innovative assessment tool and share findings with the group
    • to reflect on and develop own assessment practices
  • 4. 2: Who cares about assessment?
    • There are a range of “stakeholders” who have an interest in the assessment process. These may include:
      • The students themselves
      • The university department
      • Current or future student employers
      • Anyone else…?
    • Reflect on which stakeholders are the most powerful in influencing assessment practices in your own teaching.
  • 5. 3: Purposes of assessment
    • Different stakeholders have different areas of interest in assessment.
    • Of the groups you have identified, reflect on who is likely to be interested in the following purposes of assessment?
      • Diagnosis of individual learning/progress checking
      • Informing further learning and teaching
      • Ranking and selection (e.g. for further study or particular professions)
      • Organisational quality control
      • Accreditation and certification
    • Look at the simple diagram on slide 4: this suggests differing purposes of assessment at different stages too
  • 6. 4: The assessment process
  • 7. 5: Modes of assessment
    • Much assessment in HE nowadays is measured against learning outcomes i.e. it is criterion-referenced. However, there are other modes:
      • norm-referenced assessment
        • results are relative to the cohort e.g. the top 20% get the top grade (regardless of mark)
        • pass marks etc. may go up or down year on year, depending on the difficulty of the assessment
      • criterion-referenced
        • students measured against outcomes or criteria i.e. the student can…
        • usually transparent (everyone has access to the criteria)
      • ipsative
        • student sets own goals
        • performance is measured against own previous work
  • 8. 6: Key issues in assessment
    • Go to the library room to read
      • Bloxham & Boyd (2007) chapter 3: The conflicting purposes of assessment
    • Examine the case studies in Bloxham & Boyd and note the importance of ensuring that our assessment practices are:
      • Valid
      • Reliable
      • Transparent
  • 9. 7: Developing assessment for learning
    • Choose one of the following learning tools (it should be one that you could use in your own teaching, though ideally it will be new to you):
      • Reflective learning journal
      • Web page, wiki, discussion forum or other online tool
      • Poster presentation
      • Small group collaborative project
    • Evaluate its use as an assessment tool:
      • Strengths and weaknesses (in terms of validity, reliability, transparency etc.)
      • Its suitability for peer/self assessment
      • Where in the assessment process/cycle it might work best
  • 10. 8: Sharing ideas
    • Now share your evaluation with another participant and then write a short summary in your e-portfolio
      • Note down the name of the learning tool you chose to evaluate
      • Write a brief evaluation, using the three points on slide 7 as a starting point
      • You might also like to comment on how you could use such an assessment tool in your own practice
    • Sharing your evaluation is an important opportunity for peer learning and peer formative assessment too 
  • 11. 9: Improving summative assessment
    • In chapter 4 you evaluated one of your own modules for “constructive alignment”
    • Review the table you worked on then (your version of DOC09 ) in the light of ideas for assessment activities which have emerged.
    • Reflect on developing your ideas for summative assessment further.
    • This might be an area for you to develop in an action research cycle
  • 12. 10: Reflective summary
    • Please write a 500 word reflective summary on your experience of this chapter, to include:
      • What you have learnt
      • How you will put this learning into practice in your teaching
    • The reflective summary should be put in your e-portfolio
  • 13. 11. Bibliography
    • BLOXHAM, S. & BOYD, P. (2007) Developing Effective Assessment in Higher Education Maidenhead, Berkshire. Open University Press
    • BOUD, D. & FALCHIKOV, N. (2007) Rethinking Assessment in Higher Education: learning for the longer term London. Routledge
    • EAST, R. (2008) Effective Assessment Strategies in Law [on-line] www.ukcle.ac.uk/resources/assessment/effective.html accessed 25 January 2010