Assessment p health

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  • Recurring theme, what is it we want to make visibale in our assessment but also in student learning?
  • Monlog kontra dialog: Students need to understand and internalise
  • This slide captures many aspects of the conundrum
  • Backwash-effect could be positive or negative
    Reflect upon your experiences of assessing students’ work. Discuss in your group some examples of positive and negative backwash effects on assessment.
    Vi lärare ser målen som det centrala i en kurs.
    Från studenternas synpunkt är det alltid examinationen som bestämmer målen. Studenter lär vad de tror de ska testas på.
    = backwash
    I ett system som inte ligger i linje med vartannat, leder det till ytinlärning
    Alltså; utforma examinationen så den ligger i linje med målen!
    Dysthe
    Assessment is the main factor that influences student learning
    It is the students’ understanding of the requirements for assessment that makes the ”hidden curriculum” and that has an impact on how students learn.
    VIKTIG UTGÅNGSPUNKT
    Viktig utgångspunkt!
  • Svaret, hur värderar vi det?
  • Powerful tool if the students are doing it themselves.
  • Monological: two metaphors, accumulation
    Dialogical, participation
    A twist
    Authoritative voice
    Inner voice
    Bathkin
  • Bringing together our focus for being here today, its not one idea but two
  • Assessment p health

    1. 1. Assessment for Learning Making thinking Visible Cormac McGrath Unit for Medical Education CLK, LIME @ Cormac_McGrath Cormac McGrath, Unit for Medical Education 21/10/13
    2. 2. Prerequisites & Keywords  Students engage in collective meaning making  Reliability, validity, inter-rater reliability, authenticity, assessment criteria Cormac McGrath, Unit for Medical Education 21/10/13
    3. 3. The function of assessment To facilitate learning: - Find out whether students achieved the aims and goals - Motivate students to learn (stick or carrot?) - Make visible, assist and improve learning by giving useful feedback. To facilitate teaching: - Give feedback, to give an opportunity to improve teaching For institutional/ professional requirements: - Grading, ranking or select students - Maintain standards Cormac McGrath, Unit for Medical Education 21/10/13
    4. 4. Assessment is the main factor that influences student learning It is the students’ understanding of the requirements for assessment that makes the ”hidden curriculum” and that has an impact on how students learn. Cormac McGrath, Unit for Medical Education 21/10/13
    5. 5. Backwash effect ILOs Teaching methods Examination Study methods Cormac McGrath, Unit for Medical Education Examination Student learning 21/10/13
    6. 6. Progression in the choice of verbs SOLO taxonomy Compare (Biggs & Tang 2007) Contrast Theorise Generalise Number Identify Make simple procedures Make a Explain hypothesis relationships Reflect Analyse Describe Relate List Apply Combine Misses the point Cormac McGrath, Unit for Medical Education 21/10/13
    7. 7. Ways of benchmarking student understanding  Criterion-referenced assessment: How well students have learnt what we intended them to learn.  Norm-referenced assessment Comparing students performances with each other, by ranking. Cormac McGrath, Unit for Medical Education 21/10/13
    8. 8. ILO- Assessment Criteria The student should be able to account for the ethical guidelines for Biomed analysts The students considers, conducts an analysis and discusses the ethical guidelines for biomed analysts. The students describes the ethical guidelines for biomed analysts. Cormac McGrath, Unit for Medical Education 21/10/13
    9. 9. What is a criteria? A description of quality Tell us how well things are done Describes a performance (Måhl, 2004) Cormac McGrath, Unit for Medical Education 21/10/13
    10. 10. How to use criteria in assessment? ILOs Assessment criteria Analysis of performance – does the students achieve the ILOs? Cormac McGrath, Unit for Medical Education 21/10/13
    11. 11. What are we looking for?               Coherence Structure Correspondences between problem and solution Correspondence between method and discussion Critical thinking Ability to communicate Academic reasoning Problem identification Decision making Inferences inductive-deductive Divergent thinking skills Evaluating thinking skills Is Genuine and authentic Requires reasoning Cormac McGrath, Unit for Medical Education 21/10/13
    12. 12. Rubrics an example. LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1 Conceptual Understanding Demonstrates a clear and deep understanding of the theory and the “big ideas” presented in the chapter. Demonstrates clear understanding of the ideas presented in the theory presented in the chapter. Demonstrates limited/surface understanding of the theory presented. Demonstrates superficial understanding of the theory. Identifies Issues/Problems (if applicable) Demonstrates a clear and deep understanding of an issue/problem in the case study. Demonstrates deep understanding of an issue/problem in the case study. Demonstrates limited/surface understanding of an issue/problem in the case study. Demonstrates superficial understanding of an issue/problem in the case study. Connections: Theory and Practice Makes appropriate, insightful and powerful connections between the issue/problem and the theory. Makes appropriate and insightful connections between the issue/ problem and the theory. Makes appropriate but somewhat vague connections between the issue/problem and the theory. Makes little or no connection between the issue/problem and the theory. Cormac McGrath, Unit for Medical Education 21/10/13
    13. 13. Using criteria when teaching      Using outcomes and criteria in active discussion Use criteria as recourse Make clear how different activities ”fulfill” the outcomes Show examples of student work. Allow the students to practice assessment (self & peer) (Woolf, 2004; Dunn, 2002; Price, 2005; Rust 2006, ) Cormac McGrath, Unit for Medical Education 21/10/13
    14. 14. Two kinds of assessment Formative assessment - Continuously runs during the teaching/ learning process - Diagnostic: gives feedback to students and teachers on * strengths and weaknesses * difficulties * misunderstandings - Gives an opportunity to modify/ improve Summative assessment - Final. At the end of a course - Descriptive. How well did the students learn the material/ knowledge/ skill - For ranking and selection. Usually no possibility to modify/ improve Cormac McGrath, Unit for Medical Education 21/10/13
    15. 15. On formative assessment  Study by Weurlander  Students involved in formative examination       High degree of motivation The opportunities to talk to peer and superiors Could clarify misconceptions Benchmark their findings against the assessment criteria Gave them a chance to make changes in their studying strategies Engage in challenging intellectual discussions (Weurlander, 2009) Cormac McGrath, Unit for Medical Education 21/10/13
    16. 16. Conditions relating to how assessment facilitates student learning      Quantity and distribution of student effort  Assessed tasks capture sufficient study time and effort  These tasks distribute student effort evenly across topics and weeks Quality and level of student effort  These tasks engage students in productive learning activity  Assessment communicates clear and high expectations to students Quantity and timing of feedback  Sufficient feedback is provided, both often enough and in enough detail  The feedback is provided quickly enough to be useful to students Quality of feedback  Feedback focuses on learning rather than on marks or students themselves  Feedback is linked to the purpose of the assignment and to criteria  Feedback is understandable to students, given their sophistication Student response  Feedback is received by students and attended to  Feedback is acted upon by students to improve their work or their learning Cormac McGrath, Unit for Medical Education 21/10/13
    17. 17. Our focus today  Understanding how assessment influences student learning  Understanding how assessment criteria may be used to facilitate student learning  Aiming to achieve inter-rater reliability Cormac McGrath, Unit for Medical Education 21/10/13
    18. 18. References Cormac McGrath, Unit for Medical Education 21/10/13

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