we have to state our objectives in terms that require students to demonstrate their understanding, not just simply tell us about it in invigilated exams. The first step in designing the curriculum objectives, then, is to make clear what levels of understanding we want from our students in what topics, and what performances of understanding would give us this knowledge. It is helpful to think in terms of appropriate verbs. Generic high level verbs include: Reflect, hypothesise, solve unseen complex problems, generate new alternativesLow level verbs include: Describe, identify, memorise, and so on. Each discipline and topic will of course have its own appropriate verbs that reflect different levels of understanding, the topic content being the objects the verbs take.
Assessment and Feedback
Assessment & Feedback
Learning outcomes- To establish principles of effective assessment andfeedback- Identify benefits of constructive alignment for own teachingpractice- to reflect on current practice- to develop an action plan to refine approaches used tomaximise engagement and learning
Constructive alignment requires 4steps: 1 - Defining the intended learning outcomes (ILOs); 2 - Choosing teaching/learning activities likely to lead to the ILOs 3 - Assessing students actual learning outcomes to see how well they match what was intended4 - Arriving at a final grade.
1.Assessment must always require engagement of students in productive learning activities 2.Active and appropriate feedback must be consciously designed 3.Teachers and students must be partners in learning 4.Students must always be inducted well into learning processes 5.Assessment for learning needs to be at the centre in course designhttp://www.ﬂickr.com/photos/nathangibbs/2112601435/Boud, D. (2011) http://www.slideshare.net/ntltconference/ntlt-conference-2011-david-boud-keynote
connecting skills & knowledge real world context http://uminntilt.wordpress.com/2012/07/31/authentic- assessments-sparks-for-learning-summer-tapa-3/
Traditional Authentic Selecting a response Performing a task Contrived Real-life Recall/recognition Construction/application Teacher-structured Student-structured Indirect Evidence Direct evidencehttp://jfmueller.faculty.noctrl.edu/toolbox/whatisit.htm
MarkingAssessment criteriaestablishes clear and unambiguous standards ofachievement for each learning outcomeGrade descriptorsprovides a general description of the standard requiredfor achievement of each pre- established grade, markingband or degree classification Marking schemes = rubrics assessment criteria linked grade descriptorshttp://tinyurl.com/9r6szbz
What else is important inLearning & Assessment?