Congruent Assessment
in learning and teaching organisational
change
LSBU Organisational Change CoP
4 June 2009
Colston San...
Structure of this talk



Clearing the ground on assessment



My thoughts on assessment in learning and teaching
organi...


Clearing the ground on assessment
Clearing the ground

Price, M (2009), ‘Shaping Assessment for the Future’ , ASKe Centre of Excellence, http://www.brookes....
Assessment for what?


Formative assessment – learning for improvement



Summative assessment – for certification or pr...
It’s not working
‘The types of assessment we
currently use do not promote
conceptual understanding
and do not encourage a
...


My thoughts on assessment in learning and teaching
organisational change
Intended learning outcomes
Knowledge and
understanding



Describe …
Identify similarities,
differences, connections …

...
Exercise appropriate
judgement ...?
‘[In] the learning that
professionals do outside the
academy, learning outcomes
are ra...
Demonstrate …
experientially ?
Work with others …?
Manage own learning …?
Questions, discussion



What do you do?


What else could you
do?
References
Boud, D and Falchikov, N (2005), ‘ Redesigning assessment for learning beyond higher
education’, HERDSA confere...
Upcoming SlideShare
Loading in …5
×

Congruent Assessment in Learning and Teaching Organisational Change, LSBU, 4 June2009

579 views

Published on

Published in: Business, Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
579
On SlideShare
0
From Embeds
0
Number of Embeds
6
Actions
Shares
0
Downloads
2
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Congruent Assessment in Learning and Teaching Organisational Change, LSBU, 4 June2009

  1. 1. Congruent Assessment in learning and teaching organisational change LSBU Organisational Change CoP 4 June 2009 Colston Sanger BCIM Faculty L&T Fellow sangerc@lsbu.ac.uk
  2. 2. Structure of this talk  Clearing the ground on assessment  My thoughts on assessment in learning and teaching organisational change  Discussion  What next?
  3. 3.  Clearing the ground on assessment
  4. 4. Clearing the ground Price, M (2009), ‘Shaping Assessment for the Future’ , ASKe Centre of Excellence, http://www.brookes.ac.uk/aske
  5. 5. Assessment for what?  Formative assessment – learning for improvement  Summative assessment – for certification or professional accreditation  Assessment as an opportunity for learning  Developing students’ capabilities as lifelong learners    Boud and Falchikov (2006) Raine and Rubienska (2008) Learning as the new work
  6. 6. It’s not working ‘The types of assessment we currently use do not promote conceptual understanding and do not encourage a deep approach to learning’ (Newstead, 2002) ‘The quest for reliability tends to skew assessment towards … simple and unambiguous achievements, and … away from judgements of complex learning’ (Knight, 2002) ‘An educational measurement that has negative consequences for learning can hardly be considered educational…’ (Boud and Falchikov, 2005)
  7. 7.  My thoughts on assessment in learning and teaching organisational change
  8. 8. Intended learning outcomes Knowledge and understanding   Describe … Identify similarities, differences, connections … Intellectual skills    Evaluate… Analyse … Exercise appropriate judgement … Practical. subject-specific skills   Develop … Demonstrate … Transferable skills     Manage own learning … Communicate effectively … Work with others … Recognise and support followership, and be proactive in leadership
  9. 9. Exercise appropriate judgement ...? ‘[In] the learning that professionals do outside the academy, learning outcomes are rarely specified in explicit terms. What is required of the learner is embedded in a professional practice… Before learning can even commence there is a need for learners to identify for themselves what they need to learn, taking into account a range of contextual factors, and to judge what counts as good work.’ (Bound and Falchikov, 2006) XXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXX XX
  10. 10. Demonstrate … experientially ?
  11. 11. Work with others …?
  12. 12. Manage own learning …?
  13. 13. Questions, discussion  What do you do?  What else could you do?
  14. 14. References Boud, D and Falchikov, N (2005), ‘ Redesigning assessment for learning beyond higher education’, HERDSA conference 2005. Available at http://conference.herdsa.org.au/2005/ (Accessed 14 May 2009) Boud, D and Falchikov, N (2006), ‘Aligning assessment with long-term learning’, Assessment & Evaluation in Higher Education, 31 (4), 399-413 Knight, P (2002), ‘The Achilles’ heel of quality: the assessment of student learning’, Quality in Higher Education, 8 (1), 107-115. Quoted in Price (2009) Newstead, S (2002), ‘Examining the examiners: why are we so bad at assessing students?’, Psychology Learning and Teaching, 2 (2). Quoted in Price, M (2009) Price, M (2009) ‘Shaping Assessment for the Future’. Portsmouth: ExPERT Centre, University of Portsmouth Raine, JW and Rubienska, A (2008), ‘The art and dilemmas of assessment’, International Journal of Public Sector Management, 21 (4), 417-437

×