This document summarizes a training seminar on innovative assessment strategies and practices for internationalizing curriculum. It discusses various assessment techniques and principles that should be followed, including using continuous and periodic assessments aligned to clearly articulated learning outcomes. Rubrics are an important tool to provide clarity on student expectations and measure performance against competencies. The seminar emphasized developing global learning outcomes and using a mix of assessments to adequately measure their achievement.

1. 4th Training Seminar for Curriculum Internationalisation Champions
------------------------------------------
Innovative Assessment Strategies and Practices
July 7th, 2022
Dr. Samiha Chemli
Email: s.chemli@deusto.es

2. Content
I. ASSESSMENT TECHNIQUES ACROSS THE
PROGRAM
II. MARKING RUBRICS - ALIGNMENTS

3. I. ASSESSMENT OF INTERNATIONALISED
COMPONENTS ACROSS THE PROGRAM

4. INNOVATIVE ASSESSMENT – WICKED PROBLEM
Micro
•The individual
Academic
MESO
•Subject discipline
Macro
•National and
International

5. 1. The assessment
cycle (Gravells
2021)
Initial
Assessment
Assessment
Planning
Assessment
Activity
Assessment
Feedback
Review of
Progress

6. 2. The aspects involved throughout the
assessment process
ACCOUNTABILITY ACHIEVEMENT
ASSESSMENT
STRATEGIES
BENCHMARKING EVALUATION PROGRESSION TRANSPARENCY

7. 3. PRINCIPLES OF ASSESSMENTS – VARCS requirements
VALID – the work is relevant to what is being assessed and is at the right level.
AUTHENTIC – the work has been produced solely by the learner.
RELIABLE – the work is consistent over time.
CURRENT – the work is still relevant at the time of assessment.
SUFFICIENT – the work covers all the requirements at the time.

8. 3. Other principles of assessment can include:
COMMUNICATION
CONTINUING
PROFESSIONAL
DEVELOPMENT
(CPD)
EQUALITY AND
DIVERSITY
ETHICS
HEALTH AND
SAFETY
MOTIVATION
QUALITY
ASSURANCE
RECORD KEEPING
RESPONSIBILITY SMART STANDARDISATION

9. 4. ASSESSMENTS’
TYPES

10. 4. ASSESSMENTS’ TYPES
PRE-
ASSESSMENT
FORMATIVE
ASSESSMENT
SUMMATIVE
ASSESSMENT

11. 5. ASSESSMENT
TECHNIQUES
Routine evaluation of students
Oral questioning
Quizzes and term papers
Independent and group work
Exercice-based homework
Written essays
Oral test /presentation discussion
Self and peer assessments

12. Examples of informal and formal assessment
methods
Informal Methods Formal Methods
Case Studies Assignments
Crosswords Essays
Discussions Examinations
Journals/Diaries Multiple Choice Questions
Peer And Self-assessment Observations
Puzzles Professional Discussions
Practical Activities Recognition Of Prior Learning
Projects Reviewing Learner Evidence
Quizzes Tests
Role Plays Witness Testimonies
Worksheets Written Questions

13. 6. BEST PRACTICES – FOR CONTINUOUS IMPROVEMENT
Use
Continuous and
periodic forms of
assessment
Optimally Align
Assessments
methods and criteria
to the competences
and the learning
outcomes
•Articulate
internationalised LOs
and assess them
It needs to be
Transparent,
consistent and fair
Ensure
Assessment is
inclusive and
equitable, especially
considering students
from different
backgrounds
•Avoid the one-size-fits-
all assessment method
•Provide clearly
articulated assessment
criteria and marking
rubric

14. However, we need to ensure assessment and feedback
contribute to learning rather than being simply a means
of capturing evidence of stated outcomes’
achievement, thus assessment must be:
• Serve student learning.
• Be fit for purpose.
• Be a deliberative and sequenced series of activities demonstrating
progressive achievement.
• Be dialogic.
• Be authentic.

15. II. MARKING RUBRICS -
ALIGNMENTS

16. 1. COMMON MISCONCEPTIONS
ABOUT RUBRICS
• Confusing learning outcomes with tasks
• Confusing rubrics with requirements or quantities
• Confusing rubrics with evaluative rating scales

17. 2. THE ESSENTIALS OF COMPETENCY-
BASED LEARNING RUBRICS
Rubrics should have clearly
articulated competencies
and learning outcomes as
their base
01
They are intended to give
clarity to students about
what and why they’re
learning
02
A well-written rubric
should essentially be a tool
for teachers to understand
the quality performance of
the student work
collaboratively
03
Rubrics should ultimately
measure performance,
reflect on learning, and
plan the next steps
04

18. 3. ALIGN ASSESSMENTS TO COMPETENCIES
Competencies A1 A2 A3 A4
Final
exam
General Competency: Entrepreneurial Spirit: To elaborate projects under their own initiative, with the purpose of
enhancing an international business opportunity and assuming the risks it carries.
5 5
SC1: Collect, analyze, synthesize, and evaluate information systems (legal, economic, financial, etc) inherent to global
tourism organizations in order to make decisions: To promote and sell tourist products.
10 10 10
SC2: analyze critically the most common business models and design the departmental structures that best suit the
different tourism companies and organizations: To manage the best suppliers in order to guarantee the elaboration of
the best possible product
5 5 10
SC3: Apply to the different tourism companies and organizations the basic management principles: To understand the
different stages and functions of intermediation and transport management
10
SC4: plan and manage financial resources of tourism organizations: To obtain the highest level of income for a business 5 5
SC5: plan and manage human resources of tourism organizations: To establish the stages in the process of management
of human resources in these tourism companies and organizations.
10
SC6: apply basic marketing principles to large scale tourism companies and organizations:
1. To establish an adequate marketing mix for every type of tourism intermediaries and transport business. 5
2. To design promotion strategies for tourist intermediaries and transport companies and organizations. 5
Total 100

19. 4. LOs & ASSESSMENTS
• With a clear vision for internationalization
• Clear and measurable
DEVELOP GLOBAL LOS
• To measure the achievement of the intended International and
intercultural LOs
• The mix of assessments will determine whether a student has met
the intended learning outcomes
ASSESS THE GLOBAL LOs

20. Partial sample of the grading rubric used in the course, example from Hussain & Jaeger, 2018

21. ALIGN ASSESSMENTS TO GLOBAL LOS
Marking Rubric – Assessment 1
Assessment criteria Distinction Pass Fail
Criteria 1 The student identifies more
than 3 benefits of project
management to IME
The student identifies 3
benefits of project
management to IME
The student identifies less
than 3 benefits of project
management to IME
LO1 - Recognize benefits of project
management to international
Mega events
Weight: 5%
Criteria 2…
LO1 & LO4
The student justifies all the
answers….
The student justifies 3 of
the selected benefits
The student justify les….
Question
Read the text below and identify at least 3 benefits of project management to IME? You are requested to justify all of
them

22. TAKEAWAYS
• Using multiple assessments is the most effective
to assess learning
• Align assessments to the Global LOs and to the
competencias
• Revise systematically the assessment techniques
for continuous improvement
• The marking rubric – DO IT WELL

23. Questions or
Suggestions??

24. THANK YOU
Dr. Samiha Chemli
Associate Professor – Hospitality and Tourism
Email: s.Chemli@deusto.es