Graded assessment in vocational and higher education aims to provide pathways for further education and a measure of academic excellence. It should be criterion-referenced based on competencies and use scoring rubrics and exemplars to transparently assess performance. Assessment tasks should authentically measure important learning goals through scenario-based problems requiring demonstration of skills rather than just testing. Feedback should focus on improvement.

1. Graded Assessment – myth or fact? A presentation by Keith Harrison. Teaching & Learning Adviser, Chisholm L&DG [email_address]

7. Foyster (1990) argues that assessment in competency-based programs must be criterion-referenced with the criterion being the competencies upon which the program is based. @ http://www.reproline.jhu.edu/english/6read/6training/cbt/cbt.htm#Evaluation (accessed 26.01.10)

10. Bloom’s Taxonomy of Learning Theories (assessment) Lower order Higher order

11. Constructive alignment Biggs, J. & Tang, C. (2007). Teaching for quality learning at university (3rd ed.). Maidenhead, UK: Open University Press/McGraw-Hill Learning outcomes Teaching and learning activities Assessment Learning outcomes state what you want students to be able to do Teaching and learning activities actively engage students in learning how to do these things Assessment tasks validly measure whether students’ can do these things [ measures of learning or for learning? ]

12. Manage students’ expectations from the beginning …

15. None of this matters unless we can engage students with written descriptions

19. Feedback that focuses on how students can go about improving their skills is more usable and valued by students … Walker, M. (2009). An investigation into written comments on assignments: Do students find them usable? Assessment & Evaluation in Higher Education , 34 (1), 67-78.

21. Who said anything about questions????