Masterchef, GBB-O and Tom
vs
Mr Gove and Captain Najork:
some thoughts on
Education and Assessment
Brian Whalley
Monday, 1...
Masterchef, GBB-O and Tom
Monday, 16 September 13
Masterchef, GBB-O and Tom
Monday, 16 September 13
Masterchef, GBB-O and Tom
Monday, 16 September 13
Masterchef, GBB-O and Tom
Monday, 16 September 13
Masterchef, GBB-O and Tom
vs
Mr Gove and Captain Najork:
Monday, 16 September 13
Masterchef, GBB-O and Tom
vs
Mr Gove and Captain Najork:
Monday, 16 September 13
Masterchef, GBB-O and Tom
vs
Mr Gove and Captain Najork:
Monday, 16 September 13
Masterchef, GBB-O and Tom
vs
Mr Gove and Captain Najork:
Monday, 16 September 13
Masterchef, GBB-O and Tom
vs
Mr Gove and Captain Najork:
some thoughts on
Education and Assessment
Monday, 16 September 13
Personalising HE for students -
Towards better education by
integration of tasks, activities,
achievements and feedback
in...
Personalising HE for students -
Towards better education by
integration of tasks, activities,
achievements and feedback
in...
On the road - links and ideas
• Mr Stobart’s fine transport system
– personalised tractive units
• Hayton Coulthard
• Faga...
On the road - links and ideas
• Mr Stobart’s fine transport system
– personalised tractive units
• Hayton Coulthard
• Faga...
On the road - links and ideas
• Mr Stobart’s fine transport system
– personalised tractive units
• Hayton Coulthard
• Faga...
Thomas Nagel
‘What is it like to be a bat?’
The Philosophical Review 83 (1974); 435-50
Reductionist - Scientism etc
Monday...
Thomas Nagel
‘What is it like to be a bat?’
The Philosophical Review 83 (1974); 435-50
Reductionist - Scientism etc
But we...
What is it like to be a student?
(with apologies to Chiroptera and Thomas Nagel)
Higher Education Challenge
Original Image...
Higher Education
Website Image: Guardian
Monday, 16 September 13
Higher Education
Website Image: Guardian
Monday, 16 September 13
Higher Education
Website Image: Guardian
Monday, 16 September 13
Higher Education
We think we might know
Not the same as what students
(or their parents)
expect from a degree
Thinking ≠ l...
Learning experiences ....
NOT: ‘pile ‘em high and lecture ‘em long’
and then examine them!
Image: Wikipedia Image: Unknown...
Learning experiences ....
NOT: ‘pile ‘em high and lecture ‘em long’
and then examine them!
Sage on the stage from this;
th...
'You know what a learning experience is?
A learning experience is one of those things
that says, 'You know that thing you ...
'You know what a learning experience is?
A learning experience is one of those things
that says, 'You know that thing you ...
'You know what a learning experience is?
A learning experience is one of those things
that says, 'You know that thing you ...
'You know what a learning experience is?
A learning experience is one of those things
that says, 'You know that thing you ...
'You know what a learning experience is?
A learning experience is one of those things
that says, 'You know that thing you ...
'You know what a learning experience is?
A learning experience is one of those things
that says, 'You know that thing you ...
Heading towards .... ?
• ‘Achievement’ how do we measure this?
• The 2i student
(>50% of students with >59% overall marks)...
Personalised learning
High quality teaching and learning
Target setting and tracking
Focused assessment
Intervention
Pupil...
Active Learning
(and learning spaces)
Images: Brian Whalley
Monday, 16 September 13
Active Learning
(and learning spaces)
Images: Brian Whalley
Monday, 16 September 13
Assessment +
feedback
Monday, 16 September 13
Assessment +
feedback
Monday, 16 September 13
Assessment +
feedback
Monday, 16 September 13
The ‘connoisseur
approach’ to
assessment
Assessment +
feedback
Monday, 16 September 13
The ‘connoisseur
approach’ to
assessment
They want ‘the highest
standards’ - achievements
How do competitors know
they hav...
Or Tom vs
Captain Najork
You win by ‘messing
around’ rather than
learning the Nautical
Almanack
Image: Quentin Blake (Red ...
Images: Quentin Blake (Red Fox)
Monday, 16 September 13
Images: Quentin Blake (Red Fox)
Monday, 16 September 13
Images: Quentin Blake (Red Fox)
Monday, 16 September 13
Images: Quentin Blake (Red Fox)
Monday, 16 September 13
Images: Quentin Blake (Red Fox)
Monday, 16 September 13
Images: Quentin Blake (Red Fox)
Monday, 16 September 13
Image: Brokensymphony
Monday, 16 September 13
Module Planning
Hmmm…..
I think we do this too often
Image: Brokensymphony
Monday, 16 September 13
Module Planning
Hmmm…..
I think we do this too often
Image: Brokensymphony
Monday, 16 September 13
Module Planning
Hmmm…..
I think we do this too often
Image: Brokensymphony
Monday, 16 September 13
Module Planning
Hmmm…..
I think we do this too often
Constructive Alignment
the underpinning concept behind
the requiremen...
Module Planning
Hmmm…..
I think we do this too often
Constructive Alignment
the underpinning concept behind
the requiremen...
Assessment criteria
are descriptions of what the learner has
to do in order to demonstrate that the
learning outcomes have...
Students do not perform well:
If they have social problems
If they have financial problems
If they have housing problems e...
Kathy Sierra
headrush.typepad.com/creating_passionate_users/2006/11/why_does_engine.html
Monday, 16 September 13
Student Engagement
Hu and Kuh (2001, p. 3) “the quality of effort
students themselves devote to educationally
purposeful a...
What the best college teachers do
(Ken Bain, Harvard UP 2004)
What big questions will my course help students answer?
What...
6 Competencies
students need to gain
Competence – encouragement by challenge and remarks
to achieve skills levels
Confiden...
Feedback(
Assess(
Reflect(
Personalize(
Contextualize(
Collaborate(
Engage(
Connect(
Inform
(
Outcomes(
Tutor Contact
Tutor...
Atkinson’s amplified Bloom (domain) taxonomy
Image: Simon Atkinson
Monday, 16 September 13
Atkinson’s amplified Bloom (domain) taxonomy
Domains – Knowledge structures, from knowing facts to thinking skills
Image: ...
Feedback and Feedforward
in a control system sense
Do ‘exams’ provide a reference input (or even output?)
A MCQ might do t...
Feedback and Feedforward
in a control system sense
Do ‘exams’ provide a reference input (or even output?)
A MCQ might do t...
Feedback and Feedforward
in a control system sense
Do ‘exams’ provide a reference input (or even output?)
A MCQ might do t...
Feedback and Feedforward
in a control system sense
Do ‘exams’ provide a reference input (or even output?)
A MCQ might do t...
Educational ‘ramp up’
To raise the level of ‘attainment’
We need controlled input, ramping up.
– Output, achievement, resu...
Educational ‘ramp up’
To raise the level of ‘attainment’
We need controlled input, ramping up.
– Output, achievement, resu...
Educational ‘ramp up’
To raise the level of ‘attainment’
We need controlled input, ramping up.
– Output, achievement, resu...
Educational ‘ramp up’
To raise the level of ‘attainment’
We need controlled input, ramping up.
– Output, achievement, resu...
Educational ‘ramp up’
To raise the level of ‘attainment’
We need controlled input, ramping up.
– Output, achievement, resu...
Educational ‘ramp up’
To raise the level of ‘attainment’
We need controlled input, ramping up.
– Output, achievement, resu...
Also ‘Grade Descriptors’
• These are from the tutor’s point of view.
• How do students know how to achieve
designated grad...
Assessment and Feedback,
Engagement and Competencies
Images: Quentin Blake (Red Fox)
Image: BBC
Monday, 16 September 13
Assessment and Feedback,
Engagement and Competencies
Images: Quentin Blake (Red Fox)
Image: BBC
Monday, 16 September 13
Assessment and Feedback,
Engagement and Competencies
Images: Quentin Blake (Red Fox)
Image: BBC
Monday, 16 September 13
Assessment and Feedback,
Engagement and Competencies
Images: Quentin Blake (Red Fox)
Image: BBC
Monday, 16 September 13
Assessment and Feedback,
Engagement and Competencies
How do we do things better,
from the students’ point of
view?
Images:...
Assessment and Feedback,
Engagement and Competencies
How do we do things better,
from the students’ point of
view?
Images:...
Follow-up references:
Atkinson, S. P. (2010). Embodied and embedded theory in practice: The
student-owned learning-engagem...
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Whalley shu-talk-final

  1. 1. Masterchef, GBB-O and Tom vs Mr Gove and Captain Najork: some thoughts on Education and Assessment Brian Whalley Monday, 16 September 13
  2. 2. Masterchef, GBB-O and Tom Monday, 16 September 13
  3. 3. Masterchef, GBB-O and Tom Monday, 16 September 13
  4. 4. Masterchef, GBB-O and Tom Monday, 16 September 13
  5. 5. Masterchef, GBB-O and Tom Monday, 16 September 13
  6. 6. Masterchef, GBB-O and Tom vs Mr Gove and Captain Najork: Monday, 16 September 13
  7. 7. Masterchef, GBB-O and Tom vs Mr Gove and Captain Najork: Monday, 16 September 13
  8. 8. Masterchef, GBB-O and Tom vs Mr Gove and Captain Najork: Monday, 16 September 13
  9. 9. Masterchef, GBB-O and Tom vs Mr Gove and Captain Najork: Monday, 16 September 13
  10. 10. Masterchef, GBB-O and Tom vs Mr Gove and Captain Najork: some thoughts on Education and Assessment Monday, 16 September 13
  11. 11. Personalising HE for students - Towards better education by integration of tasks, activities, achievements and feedback in a time of mass education Monday, 16 September 13
  12. 12. Personalising HE for students - Towards better education by integration of tasks, activities, achievements and feedback in a time of mass education (and give value for money) Monday, 16 September 13
  13. 13. On the road - links and ideas • Mr Stobart’s fine transport system – personalised tractive units • Hayton Coulthard • Fagan and Whalley Mass Education and Bulk Transport Image: Khuene + Nahel Monday, 16 September 13
  14. 14. On the road - links and ideas • Mr Stobart’s fine transport system – personalised tractive units • Hayton Coulthard • Fagan and Whalley Mass Education and Bulk Transport Image: Khuene + Nahel Monday, 16 September 13
  15. 15. On the road - links and ideas • Mr Stobart’s fine transport system – personalised tractive units • Hayton Coulthard • Fagan and Whalley Khuene + Nagel = bulk transport of Philosophy of Science? Mass Education and Bulk Transport Image: Khuene + Nahel Monday, 16 September 13
  16. 16. Thomas Nagel ‘What is it like to be a bat?’ The Philosophical Review 83 (1974); 435-50 Reductionist - Scientism etc Monday, 16 September 13
  17. 17. Thomas Nagel ‘What is it like to be a bat?’ The Philosophical Review 83 (1974); 435-50 Reductionist - Scientism etc But we should explore...... ‘What is it like to be a student?’ Because I think ‘we’ have forgotten in an age of ‘massification’ Monday, 16 September 13
  18. 18. What is it like to be a student? (with apologies to Chiroptera and Thomas Nagel) Higher Education Challenge Original Image: BBC Monday, 16 September 13
  19. 19. Higher Education Website Image: Guardian Monday, 16 September 13
  20. 20. Higher Education Website Image: Guardian Monday, 16 September 13
  21. 21. Higher Education Website Image: Guardian Monday, 16 September 13
  22. 22. Higher Education We think we might know Not the same as what students (or their parents) expect from a degree Thinking ≠ lectures + (unseen) exam Website Image: Guardian Monday, 16 September 13
  23. 23. Learning experiences .... NOT: ‘pile ‘em high and lecture ‘em long’ and then examine them! Image: Wikipedia Image: Unknown source Monday, 16 September 13
  24. 24. Learning experiences .... NOT: ‘pile ‘em high and lecture ‘em long’ and then examine them! Sage on the stage from this; the lecture? The Name of the Rose - Umberto Eco (The Sage of Bologna) ‘The Sage of the Page’ Image: Wikipedia Image: Unknown source Monday, 16 September 13
  25. 25. 'You know what a learning experience is? A learning experience is one of those things that says, 'You know that thing you just did? Don't do that.’ (Douglas N Adams 'The Salmon of Doubt', p274) Image: Wikipedia Monday, 16 September 13
  26. 26. 'You know what a learning experience is? A learning experience is one of those things that says, 'You know that thing you just did? Don't do that.’ (Douglas N Adams 'The Salmon of Doubt', p274) So what do we do? Image: Wikipedia Monday, 16 September 13
  27. 27. 'You know what a learning experience is? A learning experience is one of those things that says, 'You know that thing you just did? Don't do that.’ (Douglas N Adams 'The Salmon of Doubt', p274) Use UUE - Unreal University Existence Give ‘em exams - which students don’t like, These aren’t RLEs* (usually - but can approximate) Are not experiential (mostly) And students don’t do well at them And we never seem to ask why not? So what do we do? Image: Wikipedia Monday, 16 September 13
  28. 28. 'You know what a learning experience is? A learning experience is one of those things that says, 'You know that thing you just did? Don't do that.’ (Douglas N Adams 'The Salmon of Doubt', p274) Use UUE - Unreal University Existence Give ‘em exams - which students don’t like, These aren’t RLEs* (usually - but can approximate) Are not experiential (mostly) And students don’t do well at them And we never seem to ask why not? So what do we do? Image: Wikipedia Monday, 16 September 13
  29. 29. 'You know what a learning experience is? A learning experience is one of those things that says, 'You know that thing you just did? Don't do that.’ (Douglas N Adams 'The Salmon of Doubt', p274) Use UUE - Unreal University Existence Give ‘em exams - which students don’t like, These aren’t RLEs* (usually - but can approximate) Are not experiential (mostly) And students don’t do well at them And we never seem to ask why not? How to avoid the panic? So what do we do? Image: Wikipedia Monday, 16 September 13
  30. 30. 'You know what a learning experience is? A learning experience is one of those things that says, 'You know that thing you just did? Don't do that.’ (Douglas N Adams 'The Salmon of Doubt', p274) Use UUE - Unreal University Existence Give ‘em exams - which students don’t like, These aren’t RLEs* (usually - but can approximate) Are not experiential (mostly) And students don’t do well at them And we never seem to ask why not? How to avoid the panic? So what do we do? * RLE - Real Learning Experiences (employability) Image: Wikipedia Monday, 16 September 13
  31. 31. Heading towards .... ? • ‘Achievement’ how do we measure this? • The 2i student (>50% of students with >59% overall marks) • A 2 hour exam and a 1500 word essay What Mr Gove means by ‘rigour’ ? who also doesn’t like ‘continuous assessment’ • What do we deliver for a module of 10, 20 or 30 credits? (and how to assess?) Monday, 16 September 13
  32. 32. Personalised learning High quality teaching and learning Target setting and tracking Focused assessment Intervention Pupil grouping The learning environment Curriculum organisation The extended curriculum, and Supporting children’s wider needs DfE ‘Personalised Learning- A Practical Guide’ 2008 Monday, 16 September 13
  33. 33. Active Learning (and learning spaces) Images: Brian Whalley Monday, 16 September 13
  34. 34. Active Learning (and learning spaces) Images: Brian Whalley Monday, 16 September 13
  35. 35. Assessment + feedback Monday, 16 September 13
  36. 36. Assessment + feedback Monday, 16 September 13
  37. 37. Assessment + feedback Monday, 16 September 13
  38. 38. The ‘connoisseur approach’ to assessment Assessment + feedback Monday, 16 September 13
  39. 39. The ‘connoisseur approach’ to assessment They want ‘the highest standards’ - achievements How do competitors know they have achieved? Criteria Set – doing cooking Feedback – comments (and faces from Monica) Assessment + feedback Monday, 16 September 13
  40. 40. Or Tom vs Captain Najork You win by ‘messing around’ rather than learning the Nautical Almanack Image: Quentin Blake (Red Fox) Monday, 16 September 13
  41. 41. Images: Quentin Blake (Red Fox) Monday, 16 September 13
  42. 42. Images: Quentin Blake (Red Fox) Monday, 16 September 13
  43. 43. Images: Quentin Blake (Red Fox) Monday, 16 September 13
  44. 44. Images: Quentin Blake (Red Fox) Monday, 16 September 13
  45. 45. Images: Quentin Blake (Red Fox) Monday, 16 September 13
  46. 46. Images: Quentin Blake (Red Fox) Monday, 16 September 13
  47. 47. Image: Brokensymphony Monday, 16 September 13
  48. 48. Module Planning Hmmm….. I think we do this too often Image: Brokensymphony Monday, 16 September 13
  49. 49. Module Planning Hmmm….. I think we do this too often Image: Brokensymphony Monday, 16 September 13
  50. 50. Module Planning Hmmm….. I think we do this too often Image: Brokensymphony Monday, 16 September 13
  51. 51. Module Planning Hmmm….. I think we do this too often Constructive Alignment the underpinning concept behind the requirements for programme specification, declarations of Intended Learning Outcomes (ILOs) and assessment criteria – Image: Brokensymphony Monday, 16 September 13
  52. 52. Module Planning Hmmm….. I think we do this too often Constructive Alignment the underpinning concept behind the requirements for programme specification, declarations of Intended Learning Outcomes (ILOs) and assessment criteria – Criterion Based AssessmentImage: Brokensymphony Monday, 16 September 13
  53. 53. Assessment criteria are descriptions of what the learner has to do in order to demonstrate that the learning outcomes have been achieved. [threshold standard; minimum expectation to achieve credit] Show students how the mark given was achieved Dumbing down? Monday, 16 September 13
  54. 54. Students do not perform well: If they have social problems If they have financial problems If they have housing problems etc If they hate exams If they don’t have good ‘memories’ If they have special needs If they are ‘detail’ people and need general view (and vice-versa) If their first language is not English etc Monday, 16 September 13
  55. 55. Kathy Sierra headrush.typepad.com/creating_passionate_users/2006/11/why_does_engine.html Monday, 16 September 13
  56. 56. Student Engagement Hu and Kuh (2001, p. 3) “the quality of effort students themselves devote to educationally purposeful activities that contribute directly to desired outcomes”. .... focuses on the extent to which students are engaging in activities which higher education research has shown to be linked with high quality learning outcomes. Kerri-Lee Krause and Hamish Coates Monday, 16 September 13
  57. 57. What the best college teachers do (Ken Bain, Harvard UP 2004) What big questions will my course help students answer? What reasoning abilities must students have/develop? What mental models are students likely to bring with them? What information will my students need to understand? How can I help students have difficulty understanding questions? How will I confront my students with conflicting problems? How will I find out what they know already? How will I help students learn to learn?....... Monday, 16 September 13
  58. 58. 6 Competencies students need to gain Competence – encouragement by challenge and remarks to achieve skills levels Confidence – promoting remarks to show themselves, and others, their achievements Critical thinking – which is what we have been wanting all along in 'Thinking skills’, used in problem solving Creativity – in what students do and how they do it Collaboration – bringing in team-working and ethics Commonality – of purpose, to achieve specified (and unspecified) objectives Curtiosity – which is more than curiosity. Marcia Mentkowski Mihály Csíkszentmihályi Monday, 16 September 13
  59. 59. Feedback( Assess( Reflect( Personalize( Contextualize( Collaborate( Engage( Connect( Inform ( Outcomes( Tutor Contact Tutor facilitation Peer moderation Social/Professional Context Personal Context Reflection Assessment Feedback Learning Materials Objec?ves( Simon Atkinson’s SOLE project Student-Owned Learning-Engagement Model Image: Simon Atkinson Monday, 16 September 13
  60. 60. Atkinson’s amplified Bloom (domain) taxonomy Image: Simon Atkinson Monday, 16 September 13
  61. 61. Atkinson’s amplified Bloom (domain) taxonomy Domains – Knowledge structures, from knowing facts to thinking skills Image: Simon Atkinson Monday, 16 September 13
  62. 62. Feedback and Feedforward in a control system sense Do ‘exams’ provide a reference input (or even output?) A MCQ might do this. Criterion Referencing might too. Monday, 16 September 13
  63. 63. Feedback and Feedforward in a control system sense Do ‘exams’ provide a reference input (or even output?) A MCQ might do this. Criterion Referencing might too. Monday, 16 September 13
  64. 64. Feedback and Feedforward in a control system sense Do ‘exams’ provide a reference input (or even output?) A MCQ might do this. Criterion Referencing might too. Monday, 16 September 13
  65. 65. Feedback and Feedforward in a control system sense Do ‘exams’ provide a reference input (or even output?) A MCQ might do this. Criterion Referencing might too. Monday, 16 September 13
  66. 66. Educational ‘ramp up’ To raise the level of ‘attainment’ We need controlled input, ramping up. – Output, achievement, results Monday, 16 September 13
  67. 67. Educational ‘ramp up’ To raise the level of ‘attainment’ We need controlled input, ramping up. – Output, achievement, results Monday, 16 September 13
  68. 68. Educational ‘ramp up’ To raise the level of ‘attainment’ We need controlled input, ramping up. – Output, achievement, results attainment Monday, 16 September 13
  69. 69. Educational ‘ramp up’ To raise the level of ‘attainment’ We need controlled input, ramping up. – Output, achievement, results attainment Ee Ee Marks, no remarks for Exam events Monday, 16 September 13
  70. 70. Educational ‘ramp up’ To raise the level of ‘attainment’ We need controlled input, ramping up. – Output, achievement, results attainment Ee Ee Marks, no remarks for Exam events Ese Ee Delayed marks and remarks for Essay event Monday, 16 September 13
  71. 71. Educational ‘ramp up’ To raise the level of ‘attainment’ We need controlled input, ramping up. – Output, achievement, results attainment Ee Ee Marks, no remarks for Exam events Ese Ee Delayed marks and remarks for Essay event T Task set with Criterion Referenced assessment Monday, 16 September 13
  72. 72. Also ‘Grade Descriptors’ • These are from the tutor’s point of view. • How do students know how to achieve designated grades? • How does ‘feedback’ help with this process? • How are standards maintained? Eg by various markers? ‘I know a 2:1 when I see it; understanding criteria for degree classification in franchised university programmes’ Ecclestone, K. (2001) Journal of Further and Higher Education 25: 301-313 Monday, 16 September 13
  73. 73. Assessment and Feedback, Engagement and Competencies Images: Quentin Blake (Red Fox) Image: BBC Monday, 16 September 13
  74. 74. Assessment and Feedback, Engagement and Competencies Images: Quentin Blake (Red Fox) Image: BBC Monday, 16 September 13
  75. 75. Assessment and Feedback, Engagement and Competencies Images: Quentin Blake (Red Fox) Image: BBC Monday, 16 September 13
  76. 76. Assessment and Feedback, Engagement and Competencies Images: Quentin Blake (Red Fox) Image: BBC Monday, 16 September 13
  77. 77. Assessment and Feedback, Engagement and Competencies How do we do things better, from the students’ point of view? Images: Quentin Blake (Red Fox) Image: BBC Monday, 16 September 13
  78. 78. Assessment and Feedback, Engagement and Competencies How do we do things better, from the students’ point of view? Images: Quentin Blake (Red Fox) Image: BBC Monday, 16 September 13
  79. 79. Follow-up references: Atkinson, S. P. (2010). Embodied and embedded theory in practice: The student-owned learning-engagement (SOLE) model. The International Review of Research in Open and Distance Learning, 12(2), 1-18. Bain, K. 2004, What the best college teachers do. Harvard University Press Hoban, R. and Blake Q. 1974. How Tom beat Captain Najork and his hired sportsmen. Jonathan Cape, Red Fox Krause, K-L and Coates, H. 2008, Students’ Engagement in First-year University, Assessment & Evaluation in Higher Education, 33(5). Sierra, K. Headrush.typepad.com/creating_passionate_users/2006/11/ why_does_engine.html Monday, 16 September 13

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