Assessment and Feedback


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  • 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.
  • Reactive feedback
  • Assessment and Feedback

    1. 1. Assessment & Feedback
    2. 2. 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
    3. 3. Blooms Taxonomy (1956) Anderson & Krathwohls Taxonomy (2001) Evaluation Create action driven
    4. 4. 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.
    5. 5. ILOs Context Assessment T&L &Activities Feedback
    6. 6. Your experiences with assessment 6781350
    7. 7. How can assessment support learning?
    8. 8. 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 design, D. (2011)
    9. 9. ILOs --> AssessmentS pecificM easurableA ttainableR elevantT argeted
    10. 10. Authentic assessment
    11. 11. connecting skills & knowledge real world context assessments-sparks-for-learning-summer-tapa-3/
    12. 12. Traditional Authentic Selecting a response Performing a task Contrived Real-life Recall/recognition Construction/application Teacher-structured Student-structured Indirect Evidence Direct evidence
    13. 13. 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 descriptors
    14. 14. What else is important inLearning & Assessment?
    15. 15. 15
    16. 16. The influence of feedback on Learning
    17. 17. Feedback …as a form of thinking with…
    18. 18. 3 generations of feedback (Marks 0; 1; 2)Boud, D. & Molloy, E. eds., 2012. Feedback in Higher and Professional Education: Understanding it and doing it well,Routledge.
    19. 19. Mark 0 - Conventional
    20. 20. Mark 1 – Behavioural (closed)
    21. 21. Mark 2Agentic (open)
    22. 22. Feeding forward
    23. 23. Feedback …as a form of growing learning…
    24. 24. Preparing for microteaching…