Assessment (Blueprint)

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  • Assessment (Blueprint)

    1. 1. Assessment : Principles & Planning
    2. 2. What is the Point of Assessment?
    3. 5. Harrow School, London
    4. 6. Common complaints about assessments?
    5. 7. Validity / Accuracy
    6. 8. Reliability / Consistency
    7. 9. How do we ensure reliabilty? <ul><li>Set questions/paper in an expected form </li></ul><ul><li>Be consistent for all classes </li></ul><ul><li>Use clear language / stimulus </li></ul><ul><li>Have a good number of test items </li></ul><ul><li>Use a standard marking scheme </li></ul>
    8. 10. How do we ensure validity? <ul><li>Require subject mastery by setters and vetters </li></ul><ul><li>Examination / Coursework must accurately represent syllabus </li></ul><ul><li>Learning outcomes must be tested </li></ul><ul><li>Fair and correct level of difficulty must be applied </li></ul>
    9. 11. Which is more important? Accuracy or Consistency? (SHOW VIDEO)
    10. 12. “ In 21 st century learning environments, decontextualised drop-in-from-the-sky assessments consisting of isolated tasks and performances will have zero validity as indices of educational attainment” (Pellegrino, 1999)
    11. 13. Types of Assessments
    12. 14. Formal Assessment
    13. 15. Informal Assessment
    14. 16. Quantitative Assessment
    15. 17. Qualitative Assessment
    16. 18. Formative Assessment
    17. 19. Summative Assessment
    18. 20. Structure <ul><li>Levels of learning outcomes </li></ul><ul><li>Understanding KDU Standards </li></ul><ul><li>Understand Asssessment principles </li></ul><ul><ul><li>Validity </li></ul></ul><ul><ul><li>Reliability </li></ul></ul><ul><ul><li>Credibility </li></ul></ul><ul><li>Realising Standards </li></ul><ul><ul><li>Produce Assessment Plan </li></ul></ul><ul><ul><li>Produce Test Blueprint (for exams) </li></ul></ul>
    19. 21. MQA: Learning Outcomes <ul><li>Competencies should include mastery of: </li></ul><ul><li>A body of knowledge </li></ul><ul><li>Practical skills </li></ul><ul><li>Social skills and responsibility </li></ul><ul><li>Ethics and professionalism </li></ul><ul><li>Scientific thought; critical thinking and problem-solving </li></ul><ul><li>Communication skills and teamwork </li></ul><ul><li>Information management and life long learning </li></ul><ul><li>Entrepreneurship and management </li></ul>
    20. 22. Taxonomy: Levels of Learning Outcome VII VI V IV III II I Organization VALUES Affective (Krathwohl) Adaptation SKILLS Psychomotor (Simpson) Analysis KNOWLEDGE Cognitive (Bloom) Levels Domain of Learning
    21. 23. Standards 40% 60% Degree Year 3 20% 50% 30% Degree Year 2 Synthesis Evaluation Application Analysis Knowledge/ Comprehension 50% 50% Degree Year 1 50% 50% Diploma Year 2 30% 70% Diploma Year 1 Learning Outcomes (Bloom’s) Context (Syllabus)
    22. 24. How do we realise the standards?
    23. 25. Assessment Plan
    24. 26. Assignments / Coursework Examinations What proportion of your assessment would you give to examinations and coursework?
    25. 27. Test Blueprint
    26. 28. The Test Blueprint 1. List topics to be tested 2. Decide number of Qs per topic 3. Decide on the level e.g. Bloom’s Taxonomy (Knowledge, Comprehension, Application, An 4. Decide on the number of Qs’ per level 5. Decide on difficulty level for each Q Analysis Synthesis Evaluation Application Knowledge/ Comprehension 1 7 2 Total Q9-M Q10-D Q8-M Q6-M Q5-M Q7-M Q2-E, Q3-M Q4-D Q1-E Total Learning Outcomes (Bloom’s) Topics (Syllabus)
    27. 29. The questions will change, not the blueprint!
    28. 30. Example of A Test Blue Print Attitude Skills Knowledge 10 1 7 2 Total 3 Q9-M Q10-D Q8-M Topic 3 3 Q6-M Q5-M Q7-M Topic 2 4 Q2-E, Q3-M Q4-D Q1-E Topic 1 Krathwohl Simpson Bloom Total CONSTRUCT/ Learning Outcomes CONTEXT (Syllabus)
    29. 31. “ Factual knowledge is valueless in a culture where Google and Wikipedia are a mouse-click away” (Elliot, 2008)
    30. 32. A Blueprint ensures… <ul><li>Congruence with teaching & learning plan </li></ul><ul><li>Content validity - test what has been taught </li></ul><ul><li>Assist test setter especially the uninitiated </li></ul><ul><li>Maintain standard of test </li></ul><ul><li>Comparable to other test(s) </li></ul>
    31. 33. 21 st Century Assessment?
    32. 34. Peer-to-Peer Assessments
    33. 35. Collaboration
    34. 36. Multi-Media / Digital
    35. 37. Distributed
    36. 38. Real-world
    37. 41. Traditional Emerging Preparing students for professorship / De-contextualised Training students for real-world action Lower Order Thinking Higher Order Skills Teacher-Assessed Peer-Assessed Individual Collaborative Conformity expected Creativity demanded

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