Sally Brown 2008

Fit-for-purpose assessment Sally Brown Provost and Pro-Vice-Chancellor, Assessment, Learning and Teaching Leeds Metropolitan University ATN Assessment Conference Adelaide November 2008

We work in a challenging context ,[object Object],[object Object],[object Object]

The role of HE in the coming decades ,[object Object],[object Object],[object Object],[object Object]

My prediction for HE ,[object Object],[object Object],[object Object]

The maieutic model ,[object Object]

Curriculum delivery, I argue… ,[object Object],[object Object]

Learning can change people’s lives by helping them to: ,[object Object],[object Object],[object Object],[object Object]

Problems can arise if students are allowed to believe that they: ,[object Object],[object Object],[object Object],[object Object]

Assessment shapes student behaviour by ,[object Object],[object Object],[object Object],[object Object]

How can we integrate assessment with learning? ,[object Object],[object Object],[object Object],[object Object]

A fit-for-purpose model of assessment: the key questions ,[object Object],[object Object],[object Object],[object Object],[object Object]

Why are we assessing? Choose reasons for assessment: ,[object Object],[object Object],[object Object]

More purposes... ,[object Object],[object Object],[object Object]

And more… ,[object Object],[object Object],[object Object],[object Object]

Choosing what we assess ,[object Object],[object Object],[object Object],[object Object],[object Object]

Approaches ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Being imaginative by choosing diverse assessment methods? ,[object Object],[object Object]

Alternatives to traditional exams ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Choosing diverse assessment methods is valuable because: ,[object Object],[object Object],[object Object],[object Object]

Choosing who is best placed to assess ,[object Object],[object Object],[object Object],[object Object],[object Object]

When should assessment take place? ,[object Object],[object Object],[object Object],[object Object],[object Object]

To integrate assessment we should realign it by: ,[object Object],[object Object],[object Object]

Feedback is a key means of supporting students’ learning ,[object Object],[object Object],[object Object]

But feedback can be problematic when it: ,[object Object],[object Object],[object Object]

So how can staff help learning happen through feedback? ,[object Object],[object Object],[object Object],[object Object]

Technology-Enhanced Learning ,[object Object],[object Object],[object Object],[object Object]

Personalised approaches can use feedback by: ,[object Object],[object Object],[object Object]

How can we make students take feedback more seriously? We can: ,[object Object],[object Object],[object Object]

We can make feedback timely ,[object Object],[object Object]

Concentrate formative feedback where it can do most good ,[object Object],[object Object],[object Object]

Use formative assessment to promote independence ,[object Object],[object Object],[object Object]

Modes of feedback: pros and cons ,[object Object],[object Object]

Other kinds of feedback ,[object Object],[object Object]

Engaging learners to use feedback thoughtfully requires: ,[object Object],[object Object],[object Object],[object Object]

As individuals we can… ,[object Object],[object Object],[object Object]

And also: ,[object Object],[object Object]

As course teams we can… ,[object Object],[object Object],[object Object]

As institutions we can… ,[object Object],[object Object],[object Object]

Conclusions ,[object Object],[object Object],[object Object]

Sally Brown 2008

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Sally Brown 2008