ORIC Assessment and feedback


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ORIC Assessment and feedback

  1. 1. Assessment and Feedback<br />Inclusive curriculum Design<br />1<br />
  2. 2. Why do we have assessment in Higher Education?<br />In groups, discuss (5 minutes)<br />Can you list at least threereasons?<br />2<br />
  3. 3. Some words used to talk about assessment<br />standardisation;<br />objective;<br />marking criteria;<br />exam;<br />subjective;<br />low-stakes;<br />high-stakes;<br />test;<br />assignment;<br />quiz;<br />constructed response;<br />selected response;<br /><ul><li>assessed coursework;
  4. 4. evaluation;
  5. 5. formative;
  6. 6. summative;
  7. 7. criterion referenced;
  8. 8. norm referenced;
  9. 9. item analysis;
  10. 10. diagnostic;
  11. 11. peer review;
  12. 12. group assessment;
  13. 13. self assessment;
  14. 14. peer assessment.</li></ul>3<br />
  15. 15. What makes a good assessment?<br />What do you think are <br />the main features of a <br />good assessment?<br />4<br />
  16. 16. Validity.<br />Reliability.<br />Practicality.<br />Accessibility.<br />Fundamental principles of assessment<br />5<br />
  17. 17. Content Coverage<br />and Range<br />Construct<br />Face<br />Validity<br />6<br />
  18. 18. Test and item.<br />Marker.<br />Resources.<br />“Real world”.<br />Reliability<br />Practicality<br />7<br />
  19. 19. Some quotations on assessment in HE<br />“For many years I taught in universities. . . . I marked thousands of scripts without examining what the scripts could teach me about my capacity as a teacher and examiner.” Ashby (1985: v)<br />“It is now thirty years since serious doubts were <br />raised about examinations, yet despite the fact <br />that there has been no serious shortage of critics <br />since then, very little has changed.” Cox (1967: 352)<br />“Something like 90% of a typical university degree depends on unseen time-constrained written examinations, and tutor-marked essays and/or reports.” Race (2001: 5)<br />8<br />
  20. 20. “...institutional assessment efforts should not be concerned about valuing what <br />can be measured but, instead, about measuring that which is valued.”<br /> Banta et al (1996: 5)<br />“assessment plays a critical role in determining the quality of student learning” and “a conception of assessment for learning first and grading second implies the use of a spectrum of methods” Ramsden (1992:177 and 185)<br />Some quotations on assessment in HE<br />“Description of a grade: An inadequate report of an inaccurate judgment <br />by a biased and variable judge of the extent to which a student has attained an undefined level of mastery of an unknown proportion of an indefinite material.” Dressel (1983:12)<br />9<br />
  21. 21. National union of students’ principles of effective assessment (2009)<br />Should be for learning, not simply of learning<br />Should be reliable, valid, fair and consistent<br />Should consist of effective and constructive feedback<br />Should be innovative and have the capacity to inspire and motivate<br />Should measure understanding and application, rather than technique and memory<br />Should be conducted throughout the course, rather than being positioned as a final event<br />Should develop key skills such as peer and reflective assessment<br />Should be central to staff development and teaching strategies, and frequently reviewed<br />Should be of a manageable amount for both tutors and students<br />Should encourage dialogue between students and their tutors and students and their peers<br />10<br />
  22. 22. Plagiarism<br />11<br />
  23. 23. Grading, Marking Criteria, Moderation Consider This:-<br />12<br />
  24. 24. National Student Survey<br />NUS Principles<br />What is feedback? <br />Feedback<br />Student views on feedback (10 minute video)<br />13<br />
  25. 25. References<br />Ashby, E. (1985), preface to Brewer, I. Learning more and Teaching less. Guildford: Society for Research into Higher Education & NFER-Nelson.<br />Atkins, M.J., Beattie, J. and Dockerell, W.B. (1993) Assessment Issues in Higher Education, Department of Employment.<br />Banta, T. W., Lund, J. P., Black, K. E., & Oblander, F. W. (1996) Assessment in practice: Putting principles to work on college campuses. San Francisco: Jossey-Bass.<br />Cox, R. (1967) “Resistance to Change in Examining”, Universities Quarterly, 21, pp. 352–358.<br />DichtlJ. (2003) Teaching Integrity The History Teacher 36: 3, 367-373 Society for History Education<br />Dressel, P. (1983) "Grades: One more tilt at the windmill." in A.W. Chickering (Ed.), Bulletin. Memphis: Memphis State U. Center for the Study of Higher Education. <br />Race, P. (2001) The Lecturer's Toolkit. (2nd ed) London: Kogan Page<br />Ramsden, P. (1992) Learning to Teach in Higher Education. London: Routledge.<br />Sutherland-Smith W. (2005) Pandora’s box: academic perceptions of student plagiarism in writing. Journal of English for Academic Purposes 4 (2005) 83–95<br />UoB(2003) Statement on Academic Integrity. Academic Standards and Support Unit University of Bradford http://www.brad.ac.uk/admin/acsec/assu/statement_on_academic_integrity.htm accessed 20/1/10<br />14<br />