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Marking a mark: assessment for learning

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Looks at the nature and qualities of information literacy assessment.

Slides for a workshop delivered at LILAC (Librarians' Information Literacy Annual Conference) in Limerick March 29-31 2010. Workshop leaders were scheduled to be Chris Powis (University of Northampton, UK) and Jo Webb (De Montfort University, UK), but session was actually led by Amanda Poulton (Also de Montfort University).

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Marking a mark: assessment for learning

  1. 1. Marking a mark Assessment for learning LILAC 29 th March 2010 Chris Powis and Jo Webb
  2. 2. What are your experiences of assessment?
  3. 3. What is assessment? <ul><li>Summative or Formative </li></ul><ul><li>Norm-referenced or Criterion-referenced </li></ul><ul><li>Authentic </li></ul><ul><li>Integrated </li></ul><ul><li>Convergent (solutions converge on one answer) or Divergent (no single right answer) </li></ul>
  4. 4. Why assess? <ul><li>To support learning </li></ul><ul><ul><li>assessment for learning, assessment as learning </li></ul></ul><ul><ul><li>Encourage the development of skills and abilities </li></ul></ul><ul><li>To give feedback </li></ul><ul><li>To give a mark </li></ul><ul><li>Motivational </li></ul><ul><li>Political </li></ul><ul><li>All of above </li></ul>
  5. 5. Who assesses? <ul><li>Tutor </li></ul><ul><li>Peer </li></ul><ul><li>Self </li></ul><ul><li>Peer or self moderated by tutor </li></ul>
  6. 6. When and where does assessment take place?
  7. 7. Qualities of assessment <ul><li>Validity – testing achievement of specified learning outcomes </li></ul><ul><li>Reliability – would different assessors reach the same decision? </li></ul><ul><li>Efficient – best use of time (learner and teacher) </li></ul><ul><li>Fair – most learners should pass </li></ul><ul><li>Value –learners take a pride in it. </li></ul>
  8. 8. Assessment methods
  9. 9. Practical <ul><li>Prepare an assessment strategy e.g. for </li></ul><ul><ul><li>For an information literacy module with 1 st year undergraduates </li></ul></ul><ul><ul><li>With Pharmacy students undertaking a professional qualification (within an assessed module) </li></ul></ul><ul><ul><li>In a workshop with Art & Design students </li></ul></ul><ul><ul><li>With taught postgraduates on a research methods course in the Humanities </li></ul></ul><ul><ul><li>With Year 11 students </li></ul></ul><ul><ul><li>A family history course </li></ul></ul>
  10. 10. Feedback on assessment <ul><li>Publish learning outcomes and assessment criteria and give feedback in terms of them </li></ul><ul><li>Be specific </li></ul><ul><li>Include ways to improve </li></ul><ul><li>Encourage peer support </li></ul><ul><li>Encourage critical reflection </li></ul>
  11. 11. How to provide feedback <ul><li>Oral </li></ul><ul><li>Written </li></ul><ul><li>Peer </li></ul><ul><li>Group </li></ul>
  12. 12. Contacts <ul><li>Chris Powis , Deputy Director (Academic Services) University of Northampton </li></ul><ul><ul><li>[email_address] </li></ul></ul><ul><li>Jo Webb , Head of Academic Services, De Montfort University </li></ul><ul><ul><li>[email_address] </li></ul></ul>

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