2012/10/03: Tutoring through Assessment: Practices and innovations, Online Skype presentation by Sanjaya Mishra for the staff of Wawasan Open University, Penang, Malaysia
2. Assessment
It is a process of obtaining information about
learners progress and achievement in
learning
3. Why Assessment?
Selecting learners
Certification
Motivating learners
Improve the practice of teaching
Primarily assessment serves two purposes
To provide support and feedback to learners
to improve their on-going learning
To report on what they have already
achieved, whether this be a grade or written
comment
4. Trends in Assessment
• Shift from • Towards
– Assessing knowledge – Assessing skills and understanding
– Assessing products – Assessing processes
– End of course test – Continuous assessment
– Written assessments – Use of variety of methods/evidence
– Norm-referenced – Criterion-referenced
– Pass/Fail summative – Formative identification of
strengths and weaknesses and
recording of positive achievements
I addition to summative
5. Qualities of Good Assessment
Aligning assessment with objectives
Explicit/open criteria and standards
Authentic and holistic tasks
Facilitative degree of structure to promote
self-direction
Sufficient and timely formative feedback
Balanced tension between workload and time
6. Assessment in ODL
Non-assessable activities and feedback in
study materials
Self-assessment questions with feedback in
the learning materials
Assignments (TMAs and CMAs)
Dialogue with tutors and peer groups
Practicals and portfolio
Project work, seminars, field work, etc.
Formal examinations
7. Types of Tests
Objective
– Matching
– Multiple Choice
– True-False
– Sequencing
– Fill in the Blanks
– Sentence completion
Short Answer (50-150 words)
Long Answer (600-1200 words)
8. Self Assessment
One of the psycho-pedagogic basis of
distance learning materials
Promotes self-monitoring of progress by
learners
Develops independent and self-directed
learning
Important to apply for recognition of prior
learning
Promotes self knowledge and understanding
9. Self-Assessment
Research shows that high achievers tend to
under-estimate and low achievers tend to
over-estimate (Falchikov and Boud, 1989;
and Mishra, 2004).
Tutor feedback is important
Assessment criteria for self-assessment
– What I have been doing?
– How have I been doing?
– What do I think of what I have been doing?
– How could I improve my approach?
10. Portfolios
Collection of evidence that learning has
taken place
Collection of what learners themselves judge
to be most meaningful representation of
their learning in a subject
Both a learning as well as assessment tool
Developmental growth of a learner over a
period of time can be tracked
Also useful to prospective employers
Provides opportunity for self-reflection
11. Portfolios
Reflects evidence of:
Progress over time
Understanding of key principles and/or
processes
Lack of understanding and hence future
learning needs
Originality and creativity
Achievements in different context and
application
Key skills development
12. Reflective Journaling
Reflection is important for learning
Two types: Reflection-on-action and
Reflection-in-action
Reflection is a systematic meaning making
process that requires attitude to value the
personal and intellectual growth of oneself
and others.
It is not just writing diary
13. Reflective Journaling
Use action verbs in the level beyond
"Remember" in revised Blooms Taxonomy
Cover critical reflection approach by using
questions such as what, how and why
Provide opportunity for contextualize,
theorize, personalize, and generalize
(Source: Mishra and Panda, 2007)
15. Assessment Tools
SOLO Taxonomy (Biggs, 1999)
SOLO Level Description Example of verbs
associated
Pre-structural The task itself is not attacked in an Missed point
appropriate way. The student has not
understood the point.
Uni-structural One relevant aspect of task is picked up Identify, Do simple
and there is no relationship between procedure.
facts or ideas. Understanding is
nominal.
Multi- Several (two or more) independent Enumerate, Describe, List,
structural aspects are picked up or understood Combine, Do algorithms
serially but are not interrelated.
Relational Relevant aspects are integrated into an Compare, Contrast,
overall coherent structure. Explain causes, Analyse,
Relate, Apply.
Extended The coherent whole is generalised or re- Theorize, Generalize,
abstract conceptualised to a higher level of Hypothesize, Reflect.
abstraction.
17. Assessment Tools
Using Rubrics
– Rating scales or scoring guides that consists of
specific pre-defined performance criteria used in
assessing student performances
– Two types: Holistic rubrics and Analytic rubrics
– Use online tools such as Rubistar to develop
Rubrics at
http://rubistar.4teachers.org/index.php
20. Assignments at IGNOU
TMAs and CMAs depending on the
requirements and decision of the School
Board and Academic Council
Used as 2-way communication through tutor
comments (academic and personal) and
supplemental communication
21. Tutoring through Assignments
Removes the isolation of students at ODL
Supports them in their learning process to
identify areas which they should further
develop
Creates a dialogue between teacher and
learner
Promotes reflective and self-evaluative
thinking
22. Inside Tutor Comments
Drawing attention to facts they have
overlooked or misinterpreted
Suggesting alternative approaches or
interpretations
Drawing attention to gaps in learning
Suggesting how the learners might improve
Identify relationships with student’s present
response and previous learning
Appreciate special efforts or improvements in
competence
Suggest new sources of information
23. Tutor comments should/may
Always be Positive
Always be Constructive
Rarely be Negative
Sometimes be Null
Never be Hollow
Never be Misleading
Never be Harmful
24. Examples…
Positive Comment: Your explanation with
regard to ---- is very good. I appreciate the
diagrammatic representation of the
concepts.
Constructive Comment: You could have
discussed the following three parts:
– (i)…
– (ii)…
– (iii)…
Use of more examples and illustrations are
welcome
25. Examples
Negative Comment: The example given is not
correct
Null Comment: ?? ‗ ‗ ‗ X ( ) ~ ~ ~
Hollow Comment: Your answer is so so. You
can improve your presentation. You may
spend some more time in writing this answer.
Misleading Comment: Where the student is
right, but teacher indicates it as wrong.
Harmful Comment: Really bad/ Horrible
language/ This is nonsense/ Are you writing
English for the first time?
26. Global Comments
Specified Format of Global Comment Sheet
Give Grade:
– A = Excellent
– B = Very Good
– C= Good
– D = Satisfactory
– E = Unsatisfactory
Provide an overview of the comments
Explain grade
The grade and comments should be matching