My Space Portfolios in health professional education- Dr Zarrin S Siddiqul
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Principles of Assessment and Evaluation is a postgraduate unit offered to Health Professionals. Structured Portfolio Assessment in Competence based Education (SPACE) is the major assessment of the unit with 60% weighting. It requires students to provide evidence of achievement against the unit learning outcomes and the UWA educational principles. While students had earlier an option to submit paper based or digital portfolio, in 2013 - 14 the only option was to submit eportfolio . This presentation provides insight into the process and lessons learnt along with sample snapshots from the student created e-portfolios.
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Proposing a model for the incremental development of peer assessment and feed...
Abstract
Literature suggests that a crucial element of peer assessment is feedback; through giving and receiving feedback, peer assessment works to engage student learning on a deeper level (Liu and Carless, 2006; Topping, 1998). Equally, the ability to give and receive feedback and to critique have been recognised as important life skills beyond the classroom that are applicable to work contexts. Given this reality, learning how to give constructive feedback should be viewed as ‘an essential generic skill’ (Cushing et al, 2011: 105).
This presentation reports on a model for an incremental trajectory for building confidence and competence in peer assessment and feedback for Higher Education learners. The model was developed from a case study of a postgraduate programme in an Irish Higher Education context. Arising from a small-scale study incorporating a combination of student feedback, teacher observations and informed by relevant literature (for more detail on the methodology underpinning the development of the model see Egan and Costelloe, 2016), the model recognises that giving and receiving peer feedback is not an innate skill and that learners require a scaffolded approach to develop the requisite skills (Adachi et al, 2018; Cassidy, 2006). This presentation focuses specifically on the ‘peer feedback’ component of the proposed model and outlines how the model might support incremental skill development, particularly (i) the ability to assess others, (ii) the ability to give and receive feedback and (iii) the ability to make judgments. The model suggests that learners should firstly become comfortable engaging in self-assessment tasks, which should incorporate a form of feedback from a more competent other. From here, self-assessment and peer-assessment should commence to allow the learner to understand how a peer may perceive elements of assessment and feedback differently. Following this, group-to group peer assessment and feedback is encouraged, as this can enhance confidence in judgement and communication of feedback. From this point, one-to-one and one-to-group peer assessment and feedback can commence.
We argue that such an approach encourages the use of peer assessment as and for learning, whereby students are gradually scaffolded - through various formative “low stakes” assessment tasks and activities - to develop the ability to provide formative peer feedback. While the model requires further testing and validation, it offers a pathway for practitioners for the incremental development of peer assessment and feedback skills.
Peer Evaluation 0405
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Assessment Formative vs Summative.pptx
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Assessments for Programs and Learning
Overall, assessments are used either as a Programmatic Assessment or as a Learning Assessment. One of the most familiar learning assessments is the multiple choice assessment that reflects the typical pen and paper traditional classroom test (Popham, 2006). However, these tests are not very easy to construct to ensure validity due to unclear directions, ambiguous statements, unintended clues, complicated syntax and difficult vocabulary (Popham, 2006). Other learning assessments with construct validity, such as the essay and the reflective journal, tend to focus on student-centered pedagogy. These assessments are ideal for assessing the learning outcomes of the individual and increase the student’s personal responsibility for their own learning. This reading document provides a brief summary of assessment tools that are available for both programmatic and learning.
PPT on curriculum
This document outlines an agenda and materials for a training workshop on assessment for learning. The workshop will cover:
1. Key principles of formative and summative assessment, including using assessment to provide feedback and adjust teaching.
2. Different teaching contexts and how to plan for various learning styles using formative assessment strategies like questioning, self-assessment, and providing feedback.
3. The role of school and subject leadership in supporting assessment for learning.
The workshop aims to help educators better understand assessment for learning and how to implement practices that actively involve students in assessing their own learning.
Assessment & Feedback Reflective Tool
Fiona Doherty presents the initial concept of the A&F reflective tool to project Stakeholders at the Univeristy of Ulster.
Documenting Teaching Effectiveness
This document outlines various sources of data that can be used to document teaching effectiveness, including instructor self-assessment, student perceptions, student learning outcomes, peer reviews, and administrative feedback. It provides examples of tools that can gather evidence from each of these sources, such as course portfolios, teaching journals, student surveys and ratings, peer classroom observations, and student achievement metrics. The document also discusses strategies for analyzing and presenting this evidence, including using graphs to plot trends in student evaluations and matrices to group written student comments.
First time teachers final spring 2015
What the best college teachers do!
(or Advice from an instructor secure with his insecurities!!!)
By. Instr. KG Smith, Dean of Instruction and Online Learning
Co-authored with Dr. Joy Robinson & Dean Arlethia Mayes-Moore
Using self- and peer-assessment to develop Higher Education teachers' skills ...
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15366790.pdf
The document discusses the use of portfolios for formative and summative assessment purposes. It analyzes key concepts related to portfolio assessment, including the differences between formative and summative assessment. Formative assessment aims to promote learning, while summative assessment evaluates learning at the end of a stage. Effective portfolio assessment involves students selecting work for their portfolios based on explicit criteria, and reflecting on their work and progress through self-assessment.
Assessment for Learning I
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EVALUATION AND ASSESSEMENT IN ESP
The document discusses assessment and course evaluation. It defines assessment as evaluating needs, students' learning through testing, and evaluating course design effectiveness. Assessment involves considering who, what, why, how, when, and what is done with results. Course evaluation also considers these questions to improve learning and teaching. Formative evaluation occurs during instruction while summative evaluation happens at the end to improve future courses. Both students and teachers are involved in the evaluation process.
Assessment In Education At Secondary Level
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Reassessing innovative assessment - Erica Morris
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Reassessing innovative assessment - Erica Morris
This presentation is linked to a workshop presented at the HEA Enhancement event 'Ways of knowing, ways of learning: innovation in pedagogy for graduate success'. The blog post that accompanies this presentation can be accessed via
Reassessing innovative assessment - Erica Morris
This presentation is linked to a workshop presented at the HEA Enhancement event 'Ways of knowing, ways of learning: innovation in pedagogy for graduate success'. The blog post that accompanies this presentation can be accessed via http://bit.ly/1yYJket
Reassessing innovative assessment - Erica Morris
This presentation is linked to a workshop presented at the HEA enhancement event 'Ways of knowing, ways of learning: innovation in pedagogy for graduate success'. The blog post that accompanies this presentation can be accessed via
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Proposing a model for the incremental development of peer assessment and feed...
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Using self- and peer-assessment to develop Higher Education teachers' skills ...
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- 2. Overview • How Portfolio is used? • Snapshots of some portfolios • Feedback • Issues
- 3. Principles of Assessment and Evaluation Hybrid environment Mature age Diversity of professions Full time employed Novice in online learning Just students Assessment of Graduate outcomes Background
- 4. Assessment 1. Gruender C 1989 Some philosophical reflections on constructivism. Paper presented at The history and philosophy of science and science teaching. 1st International Conference. Herget, D. M. (Proceedings Editor), pg170-176. • Assessments based on constructivism seek to assist students to understand the concepts of the discipline, foster pleasure and mastery of their use, as well as motivate students to undertake these activities.1
- 5. Mirror, Mirror on the Wall What is the best assessment of all
- 6. Portfolio • Structured Portfolio Assessment of Competence based Education • Pebble Pad
- 9. What does SPACE include? • A reflective summary of 800 – 1000 words about student’s journey through assessment processes – Self as learner You write about assessment approaches that you have experienced in past and how they have helped you to learn or impede your learning. – Self as learner and teacher Finally describe your learning experience in this unit throughout the semester. You may like to revisit your journal entries and pull examples of experiences in class and workplace that have led to your growth as an assessment person. Some of these experiences can be part of your artefacts. • Six artefacts (assets) addressing the unit outcomes and a minimum of three UWA graduate outcomes i.e. (educational principles) • A paragraph about each of the artefact.
- 10. Assessment of the SPACE
- 11. Assessment of the SPACE
- 12. Assessment of the SPACE
- 15. Feedback
- 16. Feedback
- 18. SPACE as an assessment tool • Feasibility • Validity • Reliability • Standardisation • Educational Effectiveness
- 19. What did not work well? • Learning on the run + support • Too many platforms • Fulltime students • Only unit • Pebble Pad?