Marking a mark: assessment for learning

Marking a mark Assessment for learning LILAC 29 th March 2010 Chris Powis and Jo Webb

What are your experiences of assessment?

What is assessment?
Summative or Formative
Norm-referenced or Criterion-referenced
Authentic
Integrated
Convergent (solutions converge on one answer) or Divergent (no single right answer)

Why assess?
To support learning
assessment for learning, assessment as learning
Encourage the development of skills and abilities
To give feedback
To give a mark
Motivational
Political
All of above

Who assesses?
Tutor
Peer
Self
Peer or self moderated by tutor

When and where does assessment take place?

Qualities of assessment
Validity – testing achievement of specified learning outcomes
Reliability – would different assessors reach the same decision?
Efficient – best use of time (learner and teacher)
Fair – most learners should pass
Value –learners take a pride in it.

Assessment methods

Practical
Prepare an assessment strategy e.g. for
For an information literacy module with 1 st year undergraduates
With Pharmacy students undertaking a professional qualification (within an assessed module)
In a workshop with Art & Design students
With taught postgraduates on a research methods course in the Humanities
With Year 11 students
A family history course

Feedback on assessment
Publish learning outcomes and assessment criteria and give feedback in terms of them
Be specific
Include ways to improve
Encourage peer support
Encourage critical reflection

How to provide feedback
Oral
Written
Peer
Group

Contacts
Chris Powis , Deputy Director (Academic Services) University of Northampton
[email_address]
Jo Webb , Head of Academic Services, De Montfort University
[email_address]

Marking a mark: assessment for learning

by Jo Webb on Mar 30, 2010

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