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assesment

  1. 1. The Questions We Ask
  2. 2. The Questions We Ask The Questions Our Students Ask
  3. 3. What is this ?
  4. 4. This is part of a famous painting by Belgian Surrealist Painter Rene Margritte. What is this ?
  5. 5. This is the full painting
  6. 6. This is what Margritte wrote about the unusual inscription within the painting. " Just try to stuff it with tobacco! If I were to have had written on my picture 'This is a pipe' I would have been lying. "
  7. 7. <ul><li>The painting is not a pipe, but rather an image of a pipe . </li></ul>
  8. 8. <ul><li>The painting is not a pipe, but rather an image of a pipe . </li></ul><ul><li>Remember reflexivity through the process </li></ul><ul><li>For your own development </li></ul><ul><li>For the students </li></ul>
  9. 9. <ul><li>The painting is not a pipe, but rather an image of a pipe . </li></ul><ul><li>Remember reflexivity through the process </li></ul><ul><li>For your own development </li></ul><ul><li>For the students </li></ul><ul><li>The questions you ask make the way. </li></ul>
  10. 10. reflexivity / reflection / reflective action <ul><li>reflexivity refers to circular relationships between cause and effect. </li></ul><ul><li>Elisabeth Holmes </li></ul><ul><li>In the case of professional development, this means reflecting on ones experiences and directing new learning back into one's professional practice. </li></ul><ul><li>www.teachingexpertise.com </li></ul>
  11. 11. The question engages the imagination. <ul><li>&quot; You can tell whether a man is clever by his answers. </li></ul><ul><li>You can tell whether a man is wise by his questions.&quot; </li></ul><ul><ul><ul><ul><li>Naguib Mahfouz, winner of the Nobel Prize in Literature </li></ul></ul></ul></ul>
  12. 12. A Question We Ask
  13. 13. A Question We Ask How can we enable our students to learn ?
  14. 14. Focus is the Learner <ul><li>Knowledge cannot be forced on the learner </li></ul><ul><li>Knowledge is created through the active participation of the learner </li></ul>
  15. 15. What do we do? <ul><li>We need to align all parts of the system to what we want the students to do in order to achieve the desired learning outcomes. </li></ul>
  16. 16. What do we do ? <ul><li>We need to align all parts of the system to what we want the students to do in order to achieve the desired learning outcomes. </li></ul><ul><li>Every part of the system – teacher, curriculum, assessment methods, classroom climate, institutional rules, feedback practices must all reinforce each other and provide an environment where </li></ul>
  17. 17. <ul><li>We need to align all parts of the system to what we want the students to do in order to achieve the desired learning outcomes. </li></ul><ul><li>Every part of the system – teacher, curriculum, assessment methods, classroom climate, institutional rules, feedback practices must all reinforce each other and provide an environment where </li></ul><ul><li>THE STUDENT CAN CONSTRUCT HIS OWN LEARNING </li></ul>
  18. 18. Constructive Alignment – John Biggs 1999 <ul><li>We need to align all parts of the system to what we want the students to do in order to achieve the desired learning outcomes. </li></ul><ul><li>Every part of the system – teacher, curriculum, assessment methods, classroom climate, institutional rules, feedback practices must all reinforce each other and provide an environment where </li></ul><ul><li>THE STUDENT CAN CONSTRUCT HIS OWN LEARNING </li></ul>
  19. 19. The Next Question
  20. 20. The Next Question What is a Learning Outcome ?
  21. 21. Learning Outcome <ul><li>Clear statement of what the learner is expected to achieve and how he is expected to demonstrate it </li></ul>
  22. 22. Learning Outcome <ul><li>What did you do to obtain your degree ? </li></ul><ul><li>Vs </li></ul><ul><li>What can you do now that you have obtained your degree ? </li></ul><ul><li>Purser, Council of Europe 2003 </li></ul>
  23. 23. Learning Outcomes Programme Learning Outcomes Level Learning Outcomes
  24. 24. Learning Outcomes Programme Learning Outcomes Level Learning Outcomes
  25. 25. Learning Outcomes Programme Learning Outcomes Level Learning Outcomes Module Learning Outcomes
  26. 26. Benjiman Bloom Hierarchy of Learning
  27. 27. Benjiman Bloom The ability to remember of recall facts with/out understanding Knowledge
  28. 28. Benjiman Bloom The ability to understand & interpret learned information Comprehension Knowledge
  29. 29. Benjiman Bloom The ability to put ideas and concepts to work at solving problems Application Comprehension Knowledge
  30. 30. Benjiman Bloom The ability to look for interrelationships and ideas Analysis Application Comprehension Knowledge
  31. 31. Benjiman Bloom The ability to put parts together to make an original whole Synthesis Analysis Application Comprehension Knowledge
  32. 32. Benjiman Bloom The ability to judge the value of material for a given purpose. Evaluation Synthesis Analysis Application Comprehension Knowledge
  33. 33. Verbs used Learning Define, state, recall, list , outline Knowledge
  34. 34. Verbs used Learning Define, state, recall, list , outline Knowledge Explain, identify, discuss, interpret Comprehension
  35. 35. Verbs used Learning Define, state, recall, list , outline Knowledge Explain, identify, discuss, interpret Comprehension Demonstrate, apply, operate Application
  36. 36. Verbs used Learning Define, state, recall, list , outline Knowledge Explain, identify, discuss, interpret Comprehension Demonstrate, apply, operate Application Distinguish, differentiate, investigate, Analysis
  37. 37. Verbs used Learning Define, state, recall, list , outline Knowledge Explain, identify, discuss, interpret Comprehension Demonstrate, apply, operate Application Distinguish, differentiate, investigate, Analysis Design, organise, create, comstruct Synthesis
  38. 38. Verbs used Learning Define, state, recall, list , outline Knowledge Explain, identify, discuss, interpret Comprehension Demonstrate, apply, operate Application Distinguish, differentiate, investigate, Analysis Design, organise, create, comstruct Synthesis Judge, evaluate, criticise, assess Evaluation
  39. 39. <ul><li>This is the base of </li></ul><ul><ul><li>curriculum </li></ul></ul><ul><ul><li>teaching </li></ul></ul><ul><ul><li>assessment </li></ul></ul>
  40. 40. <ul><li>This is the base of </li></ul><ul><ul><li>curriculum </li></ul></ul><ul><ul><li>teaching </li></ul></ul><ul><ul><li>assessment </li></ul></ul><ul><li>And therefore </li></ul><ul><ul><li>learning </li></ul></ul>
  41. 41. The students also need to understand <ul><li>Program outcomes </li></ul><ul><li>Level outcomes </li></ul><ul><li>Module outcomes </li></ul>
  42. 42. Help your students by asking questions <ul><li>Questioning should be used purposefully to achieve well defined goals. A teacher should as questions which will require the students to use the thinking skills that he is trying to develop </li></ul>
  43. 43. Help your students by asking questions <ul><li>Ask questions that match the level of learning the students are in </li></ul><ul><li>Ask questions in class that match the level of assessment you have planned to give </li></ul>
  44. 44. The LC Question What is an LC? Knowledge What do the terms on an LC imply? Explain Comprehension How do payment terms affect business Application Analyse the relationship between kinds of buyers and the modes of payments that they use Analysis Propose a system by which buyers factors/ banks underwrite payment to Full Value service providers to ensure ease of cash flow Synthesis Evaluate how the modes of payment existent in the market match up with the criteria for an ideal business in Bangladesh. Evaluation
  45. 45. The LC Question What is an LC? Knowledge What do the terms on an LC imply? Explain Comprehension How do payment terms affect business Application Analyse the relationship between kinds of buyers and the modes of payments that they use Analysis Propose a system by which buyers factors/ banks underwrite payment to Full Value service providers to ensure ease of cash flow Synthesis Evaluate how the modes of payment existent in the market match up with the criteria for an ideal business in Bangladesh. Evaluation
  46. 46. The LC Question What is an LC? Knowledge What do the terms on an LC imply? Explain Comprehension How do payment terms affect business Application Analyse the relationship between kinds of buyers and the modes of payments that they use Analysis Propose a system by which buyers factors/ banks underwrite payment to Full Value service providers to ensure ease of cash flow Synthesis Evaluate how the modes of payment existent in the market match up with the criteria for an ideal business in Bangladesh. Evaluation
  47. 47. The LC Question What is an LC? Knowledge What do the terms on an LC imply? Explain Comprehension How do payment terms affect business Application Analyse the relationship between kinds of buyers and the modes of payments that they use Analysis Propose a system by which buyers factors/ banks underwrite payment to Full Value service providers to ensure ease of cash flow Synthesis Evaluate how the modes of payment existent in the market match up with the criteria for an ideal business in Bangladesh. Evaluation
  48. 48. The LC Question What is an LC? Knowledge What do the terms on an LC imply? Explain Comprehension How do payment terms affect business Application Analyse the relationship between kinds of buyers and the modes of payments that they use Analysis Propose a system by which buyers factors/ banks underwrite payment to enhance ease of cash flow Synthesis Evaluate how the modes of payment existent in the market match up with the criteria for an ideal business in Bangladesh. Evaluation
  49. 49. The LC Question What is an LC? Knowledge What do the terms on an LC imply? Explain Comprehension How do payment terms affect business Application Analyse the relationship between kinds of buyers and the modes of payments that they use Analysis Propose a system by which buyers factors/ banks underwrite payment to Full Value service providers to ensure ease of cash flow Synthesis Evaluate how the modes of payment existent in the market match up with the criteria for a successful business in Ludhiana. Evaluation
  50. 50. The Next Question Why Do We Assess ? What Questions Do We Ask ?
  51. 51. Why do we assess ? <ul><li>To meet institutional requirements </li></ul><ul><li>To facilitate learning </li></ul><ul><ul><li>Monitor progress </li></ul></ul><ul><ul><li>Identify strengths & weakness </li></ul></ul><ul><ul><li>Motivate students to learn </li></ul></ul><ul><ul><li>Provide feedback to students to improve learning </li></ul></ul><ul><li>To create meaningful learning experiences </li></ul>
  52. 52. Why do we assess ? Assessment of learning To grade / rank
  53. 53. Why do we assess ? Assessment for learning Assessment of learning To grade / rank To facilitate
  54. 54. Why do we assess ? Assessment for learning Assessment as learning Assessment of learning To grade / rank To create learning experiences To facilitate
  55. 55. What questions do we ask ? <ul><li>Life is not a standardized test </li></ul>
  56. 56. <ul><li>The square root of 9 is 3 </li></ul><ul><li>A. true </li></ul><ul><li>B. false </li></ul><ul><li>C. who cares!! </li></ul><ul><li>www.glasbergen.com </li></ul>
  57. 57. Selecting the appropriate assessment method <ul><li>Objective test </li></ul><ul><li>Written exam </li></ul><ul><li>Open book – take home test </li></ul><ul><li>Case study </li></ul><ul><li>Project </li></ul><ul><li>Presentation </li></ul><ul><li>Journal / reflective writing </li></ul><ul><li>Group project </li></ul><ul><li>Dissertation </li></ul><ul><li>Viva </li></ul><ul><li>Portfolio </li></ul><ul><li>Self assessment / peer assessment </li></ul>
  58. 58. Importance of assessment to student learning <ul><li>Assessment is at the heart of the student experience </li></ul><ul><li>Assessment defines what a student regards as important, how they spend their time, and how they come to see themselves as students and then as graduates. </li></ul>
  59. 59. The backwash effect <ul><li>Students learn what they think they will be tested on. Students understandings take the form they think will be suffice to meet the assessment requirements </li></ul>
  60. 60. The backwash effect <ul><li>Students learn what they think they will be tested on. Students understandings take the form they think will be suffice to meet the assessment requirements </li></ul><ul><li>` I don’t understand what the teacher is talking about` </li></ul><ul><li>` Don’t worry! She said that it will not appear in the final exam`!!! </li></ul><ul><li>Calvin & Hobbes </li></ul>
  61. 61. The backwash effect Assessment Method How students prepare for assessment What students actually learn Perceived assessment requirement by students
  62. 62. The backwash effect Assessment Method How students prepare for assessment What students actually learn Perceived assessment requirement by students
  63. 63. The backwash effect Assessment Method How students prepare for assessment What students actually learn Perceived assessment requirement by students
  64. 64. The backwash effect Assessment Method How students prepare for assessment What students actually learn Perceived assessment requirement by students
  65. 65. How assessments affects learning <ul><li>Different assessment methods generally promote different learning </li></ul>
  66. 66. What students will actually learn How students may prepare for the assessment – when, what and how Perceived assessment requirement A project on designing an effective solution to a complex fabric & trim sourcing problem A three hour closed book exam at the end of the semester with 30 Multiple Choice questions Assessment in merchandising
  67. 67. ? What students will actually learn ? How students may prepare for the assessment – when, what and how ? Perceived assessment requirement A three hour closed book exam at the end of the semester with 30 Multiple Choice questions Assessment in merchandising
  68. 68. ? What students will actually learn ? How students may prepare for the assessment – when, what and how ? Perceived assessment requirement A project on designing an effective solution to a complex fabric & trim sourcing problem A three hour closed book exam at the end of the semester with 30 MC questions Assessment in merchandising
  69. 69. ? ? What students will actually learn ? ? How students may prepare for the assessment – when, what and how ? ? Perceived assessment requirement A project on designing an effective solution to a complex fabric & trim sourcing problem A three hour closed book exam at the end of the semester with 30 MC questions Assessment in merchandising
  70. 70. Choice of assessment method <ul><li>Basic considerations </li></ul><ul><ul><li>Alignment with intended learning outcomes </li></ul></ul><ul><ul><li>Merits and limitations of different assessment methods </li></ul></ul><ul><ul><li>Impact on student learnng </li></ul></ul>
  71. 71. Concept of alignment <ul><li>LO – At the end of this module, the student should be able to swim in any style </li></ul>
  72. 72. Concept of alignment <ul><li>LO – At the end of this module, the student should be able to swim in any style </li></ul><ul><li>Questions to ask ? </li></ul><ul><li>What is the best way to teach students to swim? </li></ul>
  73. 73. Concept of alignment <ul><li>LO – At the end of this module, the student should be able to swim in any style </li></ul><ul><li>Questions to ask ? </li></ul><ul><li>What is the best way to teach students to swim? </li></ul><ul><li>What is the best test to find out if the student has really learned to swim? </li></ul>
  74. 74. Aligning assessment with intended learning outcomes <ul><li>What are the student learning outcomes we want our students to learn </li></ul><ul><li>Choose assessment methods that require students to demonstrate their achievement of outcomes </li></ul><ul><li>Design learning experiences that facilitate students to acquire the learning outcomes </li></ul>
  75. 75. <ul><li>Reflect </li></ul><ul><li>Evaluate </li></ul><ul><li>Predict </li></ul><ul><li>Argue </li></ul><ul><li>Apply </li></ul><ul><li>Relate </li></ul><ul><li>Explain </li></ul><ul><li>Describe </li></ul><ul><li>Compute </li></ul><ul><li>Identify </li></ul><ul><li>Recall </li></ul>
  76. 76. <ul><li>Reflect </li></ul><ul><li>Evaluate </li></ul><ul><li>Predict </li></ul><ul><li>Argue </li></ul><ul><li>Apply </li></ul><ul><li>Relate </li></ul><ul><li>Explain </li></ul><ul><li>Describe </li></ul><ul><li>Compute </li></ul><ul><li>Identify </li></ul><ul><li>Recall </li></ul><ul><li>Reflective writing </li></ul><ul><li>Workplace assessment </li></ul><ul><li>Complex projects </li></ul><ul><li>Portfolios </li></ul><ul><li>Problem or case based assessment </li></ul><ul><li>Extended essay </li></ul><ul><li>Objective test </li></ul>
  77. 77. <ul><li>Each assessment method has its relative merits and limitations – none is perfect </li></ul><ul><li>Assessment methods are neither good nor bad – but more or less appropriate for a particular learning outcome. </li></ul>
  78. 78. How can you use assessment to improve student learning ? <ul><li>Help students understand assessment expectation </li></ul><ul><li>Prevent unintentional plagiarism </li></ul><ul><li>Provide help and support when needed </li></ul><ul><li>Provide formative feedback </li></ul>
  79. 79. The Last Question What is SIFT’s driving force ?
  80. 80. What is SIFT led by ? <ul><li>Students </li></ul><ul><li>Teachers Curriculum </li></ul>
  81. 81. Keep asking questions
  82. 82. Keep asking questions It’s the only way to get answers….
  83. 83. Help students understand expectation <ul><li>Assessment brief </li></ul><ul><li>Requirements </li></ul><ul><li>Criteria </li></ul><ul><li>Debriefing on the assessment briefing </li></ul><ul><ul><li>Chance for the students to ask questions </li></ul></ul><ul><ul><li>Show them exemplars of student work </li></ul></ul>
  84. 84. Prevent unintentional plagiarism <ul><li>Make students aware of </li></ul><ul><ul><li>What is plagiarism and how to avoid it </li></ul></ul><ul><ul><li>What is permissible and what not </li></ul></ul><ul><ul><li>Referencing style </li></ul></ul><ul><ul><li>Resources and support available </li></ul></ul>
  85. 85. Provide help and support when needed <ul><li>Explain when and how they can get help from </li></ul><ul><ul><li>Reference list </li></ul></ul><ul><ul><li>Consultation hours </li></ul></ul><ul><ul><li>E discussion forum / facebook / orcut </li></ul></ul><ul><ul><li>Milestones & deadlines </li></ul></ul><ul><ul><li>Check list for self assessment </li></ul></ul>
  86. 86. Provide formative feedback <ul><li>“ Formative feedback is more strongly and consistently related to achievement than any other teaching behavior…. </li></ul><ul><li>When formative feedback and corrective procedures are used, most students can attain the same level of achievement as the top 20% of students.” </li></ul><ul><ul><li>Bellon, Bellon, and Blank </li></ul></ul>

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