Transforming Higher
                           Education through
                           Learning-Oriented
            ...
Overview


                          Goals for session

                          What is Assessment?

                   ...
What is Assessment?




                                   3
Wednesday, 21 July 2010                         3
What is Assessment?

                           Formative and Summative

                           Assessment OF Learning...
Formative and
                   Summative Assessment
                    Formative Assessment               Summative Ass...
Assessment OF Learning
                    Predominant form of assessment
                    Usually summative
          ...
Assessment FOR Learning

                    Shifts emphasis from summative to formative
                    Shifts emphas...
Assessment AS Learning
                          Emphasises the student’s role in the
                          assessment...
Learning-Oriented
                            Assessment
                          Assessment tasks AS learning tasks
    ...
ONE OF THE GREATEST
                CHALLENGES IN HIGHER
                   EDUCATION IS TO
                  DESIGN SUMMA...
Learning-Oriented
                            Assessment
                          Learning-oriented assessment



       ...
Assessment Tasks as
                             Learning Tasks
            Assessment tasks need to promote desired learn...
Authentic task
                GROUP PROJECT 60%
                The project will provide you with an opportunity to apply...
Educational             Purpose is clearly
                                                    Purpose is clearly     Purp...
Images and                           Images and
      Production          Images and voiceover                            ...
Student Involvement in
                  Assessment Processes

                          Students need to be aware of the ...
1.                           2.          3.             4.                 5.
       Authentic                   Criteria ...
Forward-looking feedback
                    Students need to receive appropriate feedback
                    which they ...
Transformational Leadership
         through Learning-Oriented
                Assessment
                                ...
Assessment 2020
                          http://www.iml.uts.edu.au/assessment-futures/
                             Asses...
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Transforming Higher education through Learning-oriented Assessment

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Transforming Higher education through Learning-oriented Assessment

  1. 1. Transforming Higher Education through Learning-Oriented Assessment Professor Mike Keppell Professor of Higher Education Director, The Flexible Learning Institute Charles Sturt University 1 Wednesday, 21 July 2010 1
  2. 2. Overview Goals for session What is Assessment? Learning-Oriented Assessment Leading Transformative Change 2 Wednesday, 21 July 2010 2
  3. 3. What is Assessment? 3 Wednesday, 21 July 2010 3
  4. 4. What is Assessment? Formative and Summative Assessment OF Learning Assessment FOR Learning Assessment AS Learning Learning-Oriented Assessment 4 Wednesday, 21 July 2010 4
  5. 5. Formative and Summative Assessment Formative Assessment Summative Assessment Assessment FOR learning Assessment OF learning Generally carried out Generally carried out at the during a course or project. end of a course or project. Typically used to provide Typically used to assign students with feedback to students a grade or mark. aid learning. Common forms: self- Common forms: assessment, peer- examination, written final assessment assignment 5 Wednesday, 21 July 2010 5
  6. 6. Assessment OF Learning Predominant form of assessment Usually summative Certifies student learning Used to report about progress Usually consists of tests or exams Represented by marks or letter grades Feedback is usually in the form of marks or grades Often used for a comparison between students (Earl, 2003). 6 Wednesday, 21 July 2010 6
  7. 7. Assessment FOR Learning Shifts emphasis from summative to formative Shifts emphasis from making judgements to descriptions which are useful for the next stage of learning Focuses on feedback to enhance individual students learning Still focused on the teacher’s role in the assessment process (Earl, 2003). 7 Wednesday, 21 July 2010 7
  8. 8. Assessment AS Learning Emphasises the student’s role in the assessment process Students are regarded as active, engaged and critical assessors Students monitor what they are learning - make adjustments, adaptations and major adjustments to their own learning Self assessment is the heart of the matter (Earl, 2003). 8 Wednesday, 21 July 2010 8
  9. 9. Learning-Oriented Assessment Assessment tasks AS learning tasks Students as self-evaluators Feedback as feedforward (Carless, Joughin, Liu, 2006; Keppell & Carless, 2006) 9 Wednesday, 21 July 2010 9
  10. 10. ONE OF THE GREATEST CHALLENGES IN HIGHER EDUCATION IS TO DESIGN SUMMATIVE ASSESSMENT THAT PERFORMS A FORMATIVE FUNCTION (CARLESS, JOUGHIN, LIU, 2006, P.8) 10 Wednesday, 21 July 2010 10
  11. 11. Learning-Oriented Assessment Learning-oriented assessment Student Assessment tasks involvement in Forward-looking as learning tasks assessment feedback processes 11 Wednesday, 21 July 2010 11
  12. 12. Assessment Tasks as Learning Tasks Assessment tasks need to promote desired learning outcomes and dispositions Constructive alignment of objectives, content and assessment (Biggs, 1999) Tasks should require distribution of student time and effort throughout, not just short bursts of energy towards the end (Gibbs & Simpson, 2004) A relationship between assessment tasks and real-world tasks, cooperative rather than competitive tasks Some degree of student choice in assessment tasks. 12 Wednesday, 21 July 2010 12
  13. 13. Authentic task GROUP PROJECT 60% The project will provide you with an opportunity to apply principles and skills learned in the module to create a learning resource. All aspects of the learning resource must be original work. The project submitted via CD-ROM and hardcopy must include: Needs analysis (template to be distributed) Concept map (macro-design of website) At least 10 original photographs (photographed by members of your group) One digital learning resource (photos and voiceover) 15 minute presentation about the project by your group Report of no more than 800 words that discusses analysis, design, production and evaluation of your project and includes references to the module readings. 13 Wednesday, 21 July 2010 13
  14. 14. Educational Purpose is clearly Purpose is clearly Purpose is clearly Purpose of stated, important, and Purpose is clear, Purpose is stated, stated and is stated and is Learning represents and but is mundane or but is unclear and important to the worthwhile for the Resource innovative approach to not noteworthy not evident topic topic (5 marks) the topic Needs Analysis The needs analysis The needs analysis The needs analysis (5 marks)* incorporates superior The needs analysis The needs analysis is organized in a is somewhat *draft needs and thoughtful ideas is organized in a is organized in a basic manner, and disorganized and analysis is also into a well organized thoughtful format basic manner. contains some contains noticeable worth 5 marks format errors errors Design of Learning The concept map The concept map The concept map The concept map is Resource - outlines the structure demonstrates clearly shows the The concept map is disorganized and of the learning Concept Map exceptional clarity in structure of the unclear and notes, confusing making it resource in a (5 marks)* showing the structure of learning resource hyperlinks and difficult to satisfactory manner *draft concept the learning resource and incorporates audio are not used understand the and includes some map is also and incorporates notes, notes, hyperlinks within the map. structure of the notes, hyperlinks worth hyperlinks and audio and audio learning resource. and audio. (5 marks) Images work well to Images work Images support the Images sometimes Imagery is used, but maximize the Images exceptionally well to learning resource support the learning it contributes little to impact for most of (5 marks) maximize the impact of consistently and resource, but the learning the learning the learning resource appropriately sometimes distract resource. resource Design provides Design consistently Design and exceptionally uses color, theme, Design makes Design uses color, Appearance of consistent theme, and layout some use of color, No attention to theme, and layout Learning easy to follow layout, throughout the theme and layout, color, theme, and throughout the Resource and appealing use of learning resource in learning resource but it is not entirely layout is evident (5 Marks) colors throughout the appealing and helpful or appealing learning resource helpful ways 14 Wednesday, 21 July 2010 14
  15. 15. Images and Images and Production Images and voiceover Images and voiceover work voiceover support Images and of Digital work together voiceover are together well to the learning voiceover do not Learning exceptionally well to appropriately used maximize the resource, but support the learning Resource maximize the impact of in the learning impact of the sometimes distract resource (10 marks) the learning resource resource learning resource from the purpose Evaluation Evaluation Evaluation Evaluation Evaluation provides provides a good provides Evaluation provides provides some of Learning comprehensive amount of satisfactory little feedback on feedback on the Resource feedback on the use of feedback on the feedback on the the use of the use of the learning (10 marks) the learning resource use of the learning use of the learning learning resource resource resource resource Clear and effective Satisfactory Excellent presentation presentation that presentation that Presentation that effectively effectively Presentation is Presentation is not explains all (5 marks) explains all aspects of explains all somewhat unclear well prepared aspects of the the project aspects of the project project Project report Project report Project report Project report Project report provides provides a provides a basic provides an provides a good an excellent satisfactory explanation of the unsatisfactory explanation of the explanation of the explanation of the analysis, design, explanation of the analysis, design, analysis, design, analysis, design, production and analysis, design, 800 word production and production and production and evaluation of the production and Project Report evaluation of the evaluation of the evaluation of the learning resource evaluation of the (10 marks) learning resource learning resource and learning resource and incorporates learning resource and incorporates incorporates 8-10 and incorporates only the required and does not 6-8 references references from the 4-6 references reading references incorporate any from the module module readings. from the module from the module references from the readings. 15 readings. readings. module readings. Wednesday, 21 July 2010 15
  16. 16. Student Involvement in Assessment Processes Students need to be aware of the goals of learning and what constitutes quality achievement of the goals. Students should be engaged in activities that encourage reflection, peer feedback and self- evaluation. 16 Wednesday, 21 July 2010 16
  17. 17. 1. 2. 3. 4. 5. Authentic Criteria - Needs Concept Student Task Rubric Analysis Map Presentation Feedback Feedback as feed- Assessment as feed- forward AS learning forward task Teacher Teacher Student feedback feedback - Verbal feedback - - Verbal Peer feedback - Written Verbal Needs analysis Students as 6. Learning Concept map Digital learning resource self-evaluators Resource Report 17 Wednesday, 21 July 2010 17
  18. 18. Forward-looking feedback Students need to receive appropriate feedback which they can use to ‘feed forward’ into future work. Feedback should be less final and judgemental (Boud, 1995) Feedback should be more interactive and forward- looking (Carless, 2002) Feedback should be timely and with a potential to be acted upon (Gibbs & Simpson, 2004) 18 Wednesday, 21 July 2010 18
  19. 19. Transformational Leadership through Learning-Oriented Assessment Vision Process Keep a reflective journal; Review Develop better understanding of LOA Self in practice other examples in own discipline; attend PD Become independent learners; able to Involved in sustained exposure Student work collaboratively with peers; and to self-assessment, peer develop skills for life long learning assessment project based tasks Subject Audit of the assessments being Synergy between subjects of used in pre-requisite subjects assessment Degree and those subjects following University embraces LOA in the Promotion of benefits of LOA as Wider context of Graduate Attributes. identified through Graduates are prepared 19 work for implementation Wednesday, 21 July 2010 19
  20. 20. Assessment 2020 http://www.iml.uts.edu.au/assessment-futures/ Assessment-2020_propositions_final.pdf 20 Wednesday, 21 July 2010 20

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