Presentation Title Example Author: Simon Haslett  15 th  October 2009 Post Graduate Certificate:  developing professional ...
Developing Good Practice in Assessment <ul><li>Chapter objectives </li></ul><ul><li>Who cares about assessment?  </li></ul...
1: Objectives <ul><li>to identify the multiple purposes of assessment </li></ul><ul><li>to describe key terms and concepts...
2: Who cares about assessment? <ul><li>There are a range of “stakeholders” who have an interest in the assessment process....
3: Purposes of assessment <ul><li>Different stakeholders have different areas of interest in assessment.  </li></ul><ul><l...
4: The assessment process
5: Modes of assessment <ul><li>Much assessment in HE nowadays is measured against learning outcomes i.e. it is criterion-r...
6: Key issues in assessment <ul><li>Go to the library room to read  </li></ul><ul><ul><li>Bloxham & Boyd (2007) chapter 3:...
7: Developing assessment for learning <ul><li>Choose one of the following learning tools (it should be one that you  could...
8: Sharing ideas <ul><li>Now share your evaluation with another participant and then write a short summary in your e-portf...
9: Improving summative assessment <ul><li>In chapter 4 you evaluated one of your own modules for “constructive alignment” ...
10: Reflective summary <ul><li>Please write a 500 word reflective summary on your experience of this chapter, to include: ...
11.  Bibliography <ul><li>BLOXHAM, S. & BOYD, P. (2007)  Developing Effective Assessment in Higher Education  Maidenhead, ...
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Assessment

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Assessment

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