Five contemporary assessment issues in higher education ? http://commons.wikimedia.org/w/index.php?title=File:Thomas_Young-An_Essay_on_the_Cohesion_of_Fluids.pdf&page=1&uselang=en-gb
Five contemporary assessment issues in higher education Capturing the potential of online assessment Designing efficient and effective assessment for large classes Responding to plagiarism and developing policies to foster academic honesty Using assessment to guide effective group work Recognising the needs of students unfamiliar with assessment practices in Australian higher education
Differing perspectives on assessment James, R., McInnis, C. & Devlin, M. (2002). Assessing Learning in Australian Universities. Melbourne: CSHE. Page 8.
Purpose(s) of assessment ? http://commons.wikimedia.org/wiki/File:Belt_Problem_v2.svg?uselang=en-gb
Purpose(s) of assessment – broadly: Formative (for learning)
guide and encourage effective approaches to learning
validly and reliably measure expected learning outcomes
define and protect academic and professional standards
Where does assessment fit in? Jolly, L. (2001). Graduate Attributes Fact Sheet 1.10 Implementing Graduate Attributes. Brisbane: University of Queensland, The Value Added Career Start Program. Page 3.
Program mapping Program objectives Mechanical design Problem solving Written communication
Bloom's taxonomy Evaluation Discriminate Think critically Make judgement Argue Argue Choose Justify Recommend Synthesis Combine ideas to create an original product Creative thinking Adapt Design Formulate Hypothesise Analysis Discern patterns Organise parts Identify parts Simplify Analyse Correlate Quantify Interpret Application ? Use information Use equipment Solve problems Use methods Calculate Demonstrate Estimate Report Understanding Grasp meaning Order and group Infer causes Translate context Classify Compare Explain Summarise Knowledge Recognition Recall Facts Subject matter Define Describe Find Tabulate http://www.tedi.uq.edu.au/downloads/bloom.pdf
Learning objectives in program core units Knowledge Understanding Application Analysis Synthesis Evaluation
MAE406 – Business and Financial Econometrics Learning objectives On completion of this unit students should be able to: Link the economic theory and real world data and establish a proper econometric model based on the economic and financial concepts; Estimate an econometric model with the most ideal methodology; Interpret the estimated results; and Formulate policies based on results obtained from the econometric analysis.
Assessment criteria / Rubrics From Deakin’s Assessment procedure: “… a tool used to articulate expected standards at various levels of performance in assessment. The criteria for each level of performance (from high distinction through to fail) are explicitly described in clear language to assist students to understand and interpret these descriptions.”
In summary … Jolly, L. (2001). Graduate Attributes Fact Sheet 1.10 Implementing Graduate Attributes. Brisbane: University of Queensland, The Value Added Career Start Program. Page 3.
Continuous formative assessment Put existing weekly problem sets and/or review questions on DSO as online quizzes Computer can ‘mark’ and provide student feedback Student usage and scores are recorded Could be ‘taken into account’ if student requests or needs any form of special consideration later
Multi-choice quizzes HNN112 - Principles of Nursing Care Content This unit is the first of two in the Clinical Studies in Nursing: Year 1 cluster. In this unit the notions of person-centred care, the role of nursing in the interdisciplinary team, evidence-based practice, and quality improvement approaches in health care are explored. To achieve this, opportunities are provided for students to explore the role of nurses in promoting healing environments for patients and their families. Key concepts to be addressed include assessment and management of patient function and risk, and promotion of patient comfort. An orienting framework will be provided to enable students to understand nursing skill development throughout the curriculum. Students will have the opportunity to further develop and integrate knowledge and skills learned during a one (1) week clinical placement. Assessment Online tests 3 x 20 minute (equivalent 1000 words) 40%, examination (2 hours) 60%, laboratory skills (equivalent 500 words) hurdle requirement, clinical assessment: 40 hours pass/fail http://www.dreamstime.com/item.php?imageid=7299038
Project-basedlearning Typically involves: solution of a problem or completion of a task requiring students to complete a number of educational activities that drive learning; generally, students work in teams to complete a project; the project is non-trivial and often multidisciplinary in nature, requiring work over an extended period of time; normally, the project involves the development of a concrete artefact – a design, a model, a thesis, a computer simulation, etc.; the culmination of the project is often a written report and/or oral presentation describing the project methods and the final product; and teaching staff take an advisory rather than authoritarian role.
Student portfolios 1. Previously used hardcopy portfolio? 2. Previously used electronic portfolio? 3. Aware of the concept of graduate attributes? 4. Aware that Engineers Australia has a list of graduate attributes? 5. Aware that Deakin University has a list of graduate attributes? 6. Link between study & assessment, and development of GAs? 7. Understand the purpose of a student professional portfolio?
ERA 'A' journal publications Palmer, S., Holt, D. and Bray, S. (2008), Does the discussion help? The impact of a formally assessed online discussion on final student results, British Journal of Educational Technology, v39, n5, pp. 847-858. Palmer, S., Bray, S. and Hall W. (2008), What is the on-campus experience? Engineering student study and work, International Journal of Engineering Education, v24, n4, pp. 802-810. Palmer, S. (2004), Authenticity in assessment: reflecting undergraduate study and professional practice, European Journal of Engineering Education, v29, n2, pp. 193-202. Palmer, S. (2002), An Evaluation of Undergraduate Engineering Management Studies, International Journal of Engineering Education, v18, n3, pp 321-330. Palmer, S. (2001), Engineering flexible teaching and learning in engineering education, European Journal of Engineering Education, v26, n1, pp 1-13.
ERA 'A' Eng Ed publication opportunities A* Journal of Engineering Education A European Journal of Engineering Education A International Journal of Engineering Education A IEEE Frontiers in Education conference A SEFI Research on Engineering Education Symposium
STALGS 'assessment' projects Enhancing student engagement: strategies to improve student-staff interactions with particular reference to assessment feedback Fair Assessment and Reflective Learning: A cross-faculty online self-and-peer-assessment tool for teamwork assignments piloted in architecture and business communications Developing a framework for discipline-contextualised graduate attributes in the professional field of engineering: enhancing student achievement of Deakin's graduate attributes Innovative, relevant and responsive assessment practices in higher education https://staff.deakin.edu.au/teaching-learning/grants/stalgs.php
Assessment resources ITL PD modules:http://www.deakin.edu.au/itl/pd/tl-modules/assessment/index.php ATN assessment conference:http://www.iml.uts.edu.au/atnassessment/index.html CSHE report:http://www.cshe.unimelb.edu.au/assessinglearning/index.html Boud / ALTC / UTS assessment futures project:http://www.iml.uts.edu.au/assessment-futures/ The Higher Education Academy Engineering Subject Centrehttp://www.engsc.ac.uk/home