2. Designing assessment that works
Agenda:
o Welcome
o Introduction and context
o Principles for good assessment
o Assessment design process
o Plan your assessment
o Implement your assessment
o Review your assessment
4. Setting the Scene
Father Guido Sarducci’s humorous idea of the Five – Minute
University.
https://www.youtube.com/watch?v=qLAd4NzuqYM
What is the message in this video clip about assessment at university?
5. Introduction
• Purpose of assessment
• Constructive alignment
• Assessment at UniSA
• Criterion-referenced Assessment
6. Purpose of Assessment
• Assessment for Learning (Formative)
• Assessment of Learning (Summative)
• Assessment as Learning (Metacognitive)
7. Activity
1. Can you think of examples of assessment
– of learning
– for learning
– as learning
2. Share with the person next to you
3. In your group identify the most common
examples of each type.
19. Activity
• Review and develop suggestions for
improving the assessment task in the
provided case study
20. References
• Anderson, L. W., & Krathwohl, D. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom’s
taxonomy of educational objectives. New York: Longman.
• Biggs, J., & Tang, C.(2007). Teaching for quality learning at university: What the student does (3rd ed.). Berkshire, UK:
Society for Research into Higher Education & Open University Press
• Boud, D., & Falchikov, N. (2007). Rethinking assessment in higher education: Learning for the longer term. London:
Routledge.
• Burton, L.J., Dowling, D., Dorman, M., & Brodie, L. (2005). Understanding student diversity and the factors that influence
academic success: a preliminary study. In: McInerey, D.M., & Van Etten, S. (Eds.) Focus on curriculum. Research on
sociocultural Influences on motivation and learning (5) (pp. 275-298). Greenwich, CT: Information Age Publishing
• Falchikov, N., & Boud, D. (1989). Student self-assessment in higher education: a meta-analysis. Review of Educational
Research, 59(4), 395-430. doi:10.3102/00346543070003287 Retrieved from
http://rer.sagepub.com/content/59/4/395.full.pdf+html
• Nulty, D. D. (2010b). Curriculum review tools for QAA - Quality assurance of assessment: Part 2 - A four step approach to
QAA of assessment planning. Retrieved from http://www.griffith.edu.au/__data/as
• sets/pdf_file/0007/344446/Curriculum-Review-Tools-for-QAA-Part-2.pdf
• Sadler, R. D. (2005). Interpretations of criteria-based assessment and grading in higher education. Assessment & Evaluation
in Higher Education, 30(2), 175 - 194. doi:10.1080/0260293042000264262 Retrieved from
http://www.tandfonline.com/doi/pdf/10.1080/0260293042000264262
• UniSA APPM (2017) http://w3.unisa.edu.au/policies/manual/2017/APPM_2017_full_version.pdf?v=4
21.
22. • Constructive alignment is a key principle for
designing effective assessments. It means that
the learning outcomes, the teaching activities,
and the assessment tasks are aligned with
each other so that students engage in deep
learning.
23. Ensuring alignment between assessments and learning objectives is crucial for making learning visible. Start by defining clear learning o
24. • Assessment criteria and rubrics
• Assessment criteria and rubrics are
essential components of effective student
assessment, providing clear guidelines and
standards for evaluating performance
across various educational contexts.
25. • Assessment criteria outline specific
standards or benchmarks against which
student performance is evaluated. These
criteria are derived from learning
outcomes and define the qualities or
attributes that indicate successful
achievement. Criteria should be clear,
measurable, and aligned with desired
learning outcomes.
26. • Rubrics are structured scoring tools that
sketch the assessment criteria and
describe different levels of performance for
each criterion. They provide a systematic
framework for assessing and grading
student work, offering transparency and
consistency in assessment. Rubrics
typically include descriptors for
performance levels, ranging from
27. • Alignment with Learning Objectives:
Both assessment criteria and rubrics
should align closely with the learning
objectives of the course or curriculum. This
ensures that assessments measure the
intended knowledge, skills, and
competencies students are expected to
demonstrate.
28. • Clarity and Transparency: Assessment
criteria and rubrics must be clear, specific,
and transparent to students and assessors.
Clear criteria help students understand
expectations and guide assessors in
making consistent and fair judgments.
Rubrics provide clarity by breaking down
complex tasks into manageable
components and describing performance
29. • Feedback and Improvement: Assessment
criteria and rubrics facilitate constructive
feedback that informs students of their
performance relative to the established
standards. Rubrics offer specific feedback
for each criterion, guiding students in
identifying areas for growth and strategies
for improvement.
30. • Assessment criteria and rubrics
• Assessment criteria and rubrics are
essential components of effective student
assessment, providing clear guidelines and
standards for evaluating performance
across various educational contexts.
31. • Assessment criteria outline specific
standards or benchmarks against which
student performance is evaluated. These
criteria are derived from learning
outcomes and define the qualities or
attributes that indicate successful
achievement. Criteria should be clear,
measurable, and aligned with desired
learning outcomes.
32. • In summary, assessment criteria and
rubrics provide structured frameworks for
assessing student performance objectively
and fairly. Adhering to principles such as
alignment with learning objectives, clarity,
and feedback, assessment criteria, and
rubrics contributes to meaningful
assessment practices that support student
learning and success.
33. • Dawson, P. (2015). Assessment rubrics:
towards clearer and more replicable
design, research and practice. Assessment
&Amp; Evaluation in Higher
Education, 42(3), 347-
360. https://doi.org/10.1080/02602938.201
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