Assessment

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A self study guide on assessment produced by the Centre for Excellence in Learning and Teaching at the University of Wales Newport

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Assessment

  1. 1. Presentation Title in AssessmentDeveloping Good Practice Example Author: Simon Haslett A selfOctober 2009 15th study guide
  2. 2. Developing Good Practice in Assessment1. Chapter objectives2. Who cares about assessment?3. Purposes of assessment4. The assessment process5. Modes of assessment6. Key issues in assessment7. Developing assessment for learning8. Bibliography
  3. 3. 1: Chapter objectives• to identify the multiple purposes of assessment• to describe key terms and concepts in assessment• to reflect on and develop own assessment practices
  4. 4. 2: Who cares about assessment?• There are a range of “stakeholders” who have an interest in the assessment process including: – The students themselves – The university department – Current or future student employers• Reflect upon which stakeholders are the most powerful in influencing assessment practices in your own teaching.
  5. 5. 3: Purposes of assessment• Different stakeholders have different areas of interest in assessment.• Reflect upon 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. 6. 4: The assessment process
  7. 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. 8. 6: Key issues in assessment• Go to the library room to read Bloxham & Boyd (2007) chapter 3:The conflicting purposes of assessment• Review the case studies in Bloxham & Boyd and note the importance of ensuring that our assessment practices are: – Valid – Reliable – Transparent
  9. 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• Consider 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. 10. 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

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