Assessment in Higher Education

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A presentation by Rachel Stubley of the School of Education and Centre for Excellence in Learning and Teaching at the University of Wales, Newport, as part of the PGCert Developing Professional Practice in Higher Education, on 2nd December 2009.

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Assessment in Higher Education

  1. 1. Assessment in HE PG Cert HE: Developing Professional Practice in HE By Rachel Stubley, School of Education and Centre for Excellence in Learning and Teaching, University of Wales, Newport 2nd December 2009
  2. 2. Session objectives <ul><li>to describe key terms and concepts in assessment </li></ul><ul><li>to evaluate the role of assessment tools in learning </li></ul><ul><li>to analyse own assessment practices </li></ul><ul><li>to develop creative thinking around assessment!  </li></ul>
  3. 3. Who cares about assessment?
  4. 4. Modes of assessment – which mode would the various stakeholders prefer? <ul><li>norm-referenced </li></ul><ul><ul><ul><li>bell-shaped curve </li></ul></ul></ul><ul><li>criterion-referenced </li></ul><ul><ul><ul><li>student can… (competence driven) </li></ul></ul></ul><ul><ul><ul><li>transparency (everyone has access to criteria) </li></ul></ul></ul><ul><li>ipsative </li></ul><ul><ul><ul><li>student sets own goals </li></ul></ul></ul><ul><ul><ul><li>measured against own previous work </li></ul></ul></ul>
  5. 5. The assessment process start assess entry level diagnostic learning process check progress formative end achievement of outcomes summative achievement identified recognise success feedback to student weaknesses identified gaps identified plan future teaching student progression
  6. 6. Key questions in assessment <ul><li>Validity </li></ul><ul><ul><ul><li>are we assessing learning (as opposed to cultural norms etc.)? </li></ul></ul></ul><ul><ul><ul><li>are we assessing a representative sample of the learning? </li></ul></ul></ul><ul><li>Reliability </li></ul><ul><ul><ul><li>would a different assessor award the same grade? </li></ul></ul></ul><ul><ul><ul><li>would the student get a similar result in a second (similar) assessment? </li></ul></ul></ul>
  7. 7. Key questions in assessment <ul><li>Transparency </li></ul><ul><ul><ul><li>do you explain the assessment process (NB. equal opportunities)? </li></ul></ul></ul><ul><ul><ul><li>do you share the assessment criteria with students? </li></ul></ul></ul><ul><ul><ul><li>do students get constructive feedback </li></ul></ul></ul><ul><li>Messages </li></ul><ul><ul><ul><li>what qualities are assessed? </li></ul></ul></ul><ul><ul><ul><li>what kind of learning is encouraged by assessment (e.g. deep/surface)? </li></ul></ul></ul>
  8. 8. Further study <ul><li>Assessment Reform Group at http://arg.educ.cam.ac.uk </li></ul><ul><li>Boud, D. & Falchikov, N. (2007) Rethinking Assessment in Higher Education: learning for the longer term London. Routledge </li></ul><ul><li>HEA www.ukcle.ac.uk/resources/assessment/formative.html (law subject centre) </li></ul><ul><li>Schwartz, P. & Webb, G. (2002) Assessment: case studies, experience and practice from higher education London: Kogan Page </li></ul>

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