Overview of assessment for Swinburne

1. Authentic
Assessment@
Swinburne
Professor Mike Keppell
Pro Vice-Chancellor
Learning
Transformations

2. Overview
• Authentic assessment
• Assessment audit
• Assessment student survey
• Assessment presentations
• Transforming learning conference
• 55 Unit Learning design workshops
• Graduate Certificate L & T (HE)
• Mobile App - HED
• Post graduate strategy (Pedagogy)
• 2016 Operational Plan

3. Authentic Assessment
• Empowering the learner by engaging
them in assessment tasks that simulate
or engage the learner in real-life
situations.
• “Engaging and worthy problems or
questions of importance, in which
students must use knowledge to fashion
performances effectively and
creatively” (Wiggins, 1993, p.229).

4. Assessment Audit
(Blackboard Units)

5. Assessment Audit
• 71 Units: FSET - 22, FHAD - 25, FBL - 24
• Learning outcomes: Across the audit
the average number of outcomes in
units was six, with a range of 3 – 30
learning outcomes
• The average number of
assessments per unit across the audit
is four.
• Formative assessment: From the
information provided in the unit
outlines and Blackboard sites, it
appears that less than 10 percent of
assessment tasks are formative in
nature

6. Assessment Survey
(Student Surveys)

7. How to improve
assessment
Improve on clarity of
requirements (transparency,
consistency)
129 Be more clear about what is to
be produced. Some assessments
are vague and constantly leave
students with a question mark
in their heads
Need more personalised
feedback/more feedback/
quicker feedback
118 I feel like we need to receive
more feedback on what else we
could have done to have gotten
a better mark, rather than just
feedback telling us what we did
wrong.
No changes/improvements
needed
106

8. How to improve
assessment
Better scheduling/scaffolding of
assessment
99 Most commonly it was
recommended to split up big
assessment into smaller ones to
allow for ‘scaffolding’ of grades
Work-integrated or real-
world assessments
71 I would like to see assessments,
especially the group ones,
designed as if in the work place.
Issues around group work 63 Most commonly, negative
experience with group work as
input of individual group
members is not monitored and
therefore effort put in is not
equitable

9. How to improve
assessment
More options for personalised
assessment (e.g. allowing for
choice between the type of
assessment)
55 More portfolio based
assessment using related
assignment applying real world
(or close to real world)
examples.
Be;er alignment of
assessments with lecture
content
30
More technology-enabled
assessment
28 More interactive, different ways
other than just essays

10. Professional Development
(Practice)

11. Transforming Learning Conference
2015
• http://transformconference.com
• Keynote, panel sessions and
presentations focussed on
authentic assessment
• 180 delegates
• Sharing practice

12. 2015 Learning Design Workshops -
“Units”
• 55 Unit learning design
workshops
• Learning outcomes,
assessment, constructive
alignment

13. 2016 Learning Design Workshops
• Unit design (UIP
identified units, large
first year units, priority
units, strategic Units)
• Majors/Discipline-based
learning design
• Course-based Learning
design
• Blended learning
• Authentic learning
• Authentic assessment
• Personalised learning
• OERs
• Mobile learning

14. GCLT (HE)
• Compulsory Units:
• Nature of Learning and
Teaching (recommended
first unit) EDU60001
• Curriculum Design and
Assessment EDU60003
• Elective Units (two from following):
• Digital Learning Environments EDU60002
• Scholarly Teaching: to explore, evaluate and
improve EDU60004
• Dynamics of Diversity for Inclusive Learning and
Teaching
• EDU60005
• Design and Delivery for Online Learning
EDU60014

15. GCLT (HE)
• Course-based learning
design process
• Trial eportfolio in 2nd
semester

16. 2016
• Mobile App - HED
• Post graduate strategy (Pedagogy)
• 2016 Operational Plan