Collaborative Assessment for Lifelong Learning, LSBU, 9 July 2009
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This document summarizes a presentation on collaborative assessment for lifelong learning. It discusses some of the limitations of current assessment practices and their lack of emphasis on conceptual understanding and deep learning. It then outlines an approach focused on developing students' capabilities as lifelong learners through formative assessment and by embedding learning outcomes in professional practices. Examples are provided of Bushfield School which focuses on learning how to learn, ask questions and work with others.
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Collaborative Assessment for Lifelong Learning, LSBU, 9 July 2009
- 1. Collaborative Assessment for Lifelong Learning BCIM Learning for Life L&T Conference 9 July 2009 Colston Sanger BCIM Faculty L&T Fellow sangerc@lsbu.ac.uk
- 2. Structure of this talk Clearing the ground Collaborative assessment for lifelong learning Discussion What next?
- 3. Clearing the ground on assessment
- 4. Clearing the ground Price, M (2009), ‘Shaping Assessment for the Future’, ASKe Centre of Excellence, http://www.brookes.ac.uk/aske
- 5. It’s not working ‘The types of assessment we currently use do not promote conceptual understanding and do not encourage a deep approach to learning’ (Newstead, 2002) ‘The quest for reliability tends to skew assessment towards … simple and unambiguous achievements, and … away from judgements of complex learning’ (Knight, 2002) ‘An educational measurement that has negative consequences for learning can hardly be considered educational…’ (Boud and Falchikov, 2005)
- 6. Assessment for what? Formative assessment – learning for improvement Summative assessment – for certification or professional accreditation Assessment as an opportunity for learning Developing students’ capabilities as lifelong learners Boud and Falchikov (2006) Raine and Rubienska (2008) Learning as the new work
- 7. Collaborative assessment for lifelong learning
- 8. Bologna 2nd cycle aims That students: have demonstrated knowledge and understanding that … provides a basis or opportunity for originality in developing and/or applying ideas, often within a research context can apply their knowledge and understanding, and problem solving abilities in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their field of study have the ability to integrate knowledge and handle complexity, and formulate judgments with incomplete or limited information, but that include reflecting on social and ethical responsibilities … can communicate their conclusions, and the knowledge and rationale underpinning these, to specialist and nonspecialist audiences clearly and unambiguously have the learning skills to allow them to continue to study in a manner that may be largely self-directed or autonomous EHEA Framework, Bergen, May 2005. Available at http://www.bologna-bergen2005.no/Docs/00-Main_doc/050218_QF_EHEA.pdf (accessed 7 June 2009)
- 10. Learning in an age of ‘informed bewilderment’ Learning how to ask good questions is usually more important than having “the right answer” because, increasingly, there is more than one possible response. So learning what makes a good answer is very important: and “good” might mean logically provable, or emotionally wise, or ethically sound... Life is complicated. Learning what to do when you don’t know what to do is now a survival skill (there is simply too much to learn just in case, so you’ll have to do it just in time). Learning how to organise yourself and achieve meaningful goals is critical, because after school, there may not be anyone else there to chivvy you along. Learning how to be part of a community and form meaningful relationships with others ... http://www.bushfieldschool.net/index.htm
- 11. Intended learning outcomes Knowledge and understanding Describe … Identify similarities, differences, connections … Intellectual skills Evaluate… Analyse … Exercise appropriate judgement … Practical subject-specific skills Develop … Demonstrate … Transferable skills Manage own learning … Communicate effectively … Work with others … Recognise and support followership, and be proactive in leadership
- 12. Exercise appropriate judgement ...? ‘[In] the learning that professionals do outside the academy, learning outcomes are rarely specified in explicit terms. What is required of the learner is embedded in a professional practice… Before learning can even commence there is a need for learners to identify for themselves what they need to learn, taking into account a range of contextual factors, and to judge what counts as good work.’ (Boud and Falchikov, 2006)
- 14. Manage own learning …?
- 15. Work with others …?
- 16. Questions, discussion What do you do? What else could you do?
- 17. References Boud, D and Falchikov, N (2005), ‘ Redesigning assessment for learning beyond higher education’, HERDSA conference 2005. Available at http://conference.herdsa.org.au/2005/ (Accessed 14 May 2009) Boud, D and Falchikov, N (2006), ‘Aligning assessment with long-term learning’, Assessment & Evaluation in Higher Education, 31 (4), 399-413 Knight, P (2002), ‘The Achilles’ heel of quality: the assessment of student learning’, Quality in Higher Education, 8 (1), 107-115. Quoted in Price (2009) Newstead, S (2002), ‘Examining the examiners: why are we so bad at assessing students?’, Psychology Learning and Teaching, 2 (2). Quoted in Price, M (2009) Price, M (2009) ‘Shaping Assessment for the Future’. Portsmouth: ExPERT Centre, University of Portsmouth Raine, JW and Rubienska, A (2008), ‘The art and dilemmas of assessment’, International Journal of Public Sector Management, 21 (4), 417-437