Assessment for learning

1. Designing assessment
that works
Dale Wache
TIU

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

3. Welcome!
1. Who are we?
2. Who are you?
3. Housekeeping

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.

8. Constructive alignment

9. Assessment at UniSA
• Assessment central to student learning
• Criterion based assessment
• Assessment Policies and Procedures
Manual (APPM) 2017

10. Criterion referenced assessment
• Criterion referenced assessment
• Norm-referenced assessment
• Normal Distribution

11. Principles for Good Assessment

12. Activity
• Can you link the UniSA principles of
assessment with the principles drawn from
the literature?

13. Activity
Examine the provided case study against
the set of principles of assessment.
Discuss at your table.

14. Assessment Design Process

15. Plan your assessment
What

16. Activity
• Analyse the planning underpinning the
assessment task in the case study
provided.
• Discuss at your table

17. Implement Your Assessment

18. Review and Improve Your Assessment

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