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
The document discusses innovative assessment in higher education. It defines innovative assessment as encompassing a wide range of techniques and methods, not just new inventions, with the common goal of improving student learning. Innovative assessment aims to produce deep learning, motivate and commit students, and develop transferable skills through assessment done with and by learners. Critics argue innovative assessment may be less rigorous or demanding for students, while proponents believe it can provide fairer assessment of a broader range of skills and more reliable evaluation of learning when using multiple methods.
The document discusses innovative assessment methods that are alternatives to traditional classroom exams. It describes open-book exams, project methods, oral assessments, problem-solving methods, and role-play methods. These innovative assessments are said to improve teaching and learning, facilitate deeper learning, provide feedback, identify strengths and weaknesses, stimulate students and staff, and help slow learners. The conclusion cites an education policy stating evaluation should be continuous to help improvement rather than only certification of performance.
Assessment Strategies and Innovative Teaching PracticesMostafa Ewees
The document discusses assessment strategies and innovative teaching practices at universities. It describes how universities have responded to calls for improving undergraduate education through numerous disciplinary and cross-disciplinary teaching innovations. The document presents case studies of four universities examining their approaches to assessment, innovations in teaching and learning, and how assessment and improvements are linked. It finds that flexibility in tenure processes, coordination of assessment activities, and linking assessment to improving teaching can encourage further innovations.
This document provides descriptions of various assessment tools and strategies that teachers can use to evaluate student learning in non-traditional ways beyond traditional tests. It includes graphic organizers, interviews, observations, performance tasks, creative exhibitions, self-evaluations, journals, contracts, and portfolios that are designed to enhance student understanding and promote lifelong skills. These alternative assessment methods need not take away from learning time and can themselves be learning experiences.
Evaluating Teaching in Higher EducationEmma Kennedy
This document discusses various methods for evaluating teaching effectiveness, including the purposes of evaluation, common evaluation methods, and who conducts evaluations. It addresses both formative evaluation to improve teaching and summative evaluation for personnel decisions. Common methods include observation of teaching, in-class and online surveys, informal questions, external examination of assessments, and personal reflection. Issues that can impact evaluations, such as potential gender bias and statistical limitations, are also examined.
The document discusses a case study evaluating whether enhancing assessment literacy in first-year business students at Middlesex University leads to improved performance. It describes a 12-week program to introduce students to different assessments and provide support. Evaluation found the enhanced students' grades were slightly lower overall, though understanding of assessments and confidence in some areas was higher. Regression analysis showed understanding of essay requirements predicted essay grades for enhanced students. This suggests developing assessment literacy may benefit student performance.
The document discusses innovative assessment in higher education. It defines innovative assessment as encompassing a wide range of techniques and methods, not just new inventions, with the common goal of improving student learning. Innovative assessment aims to produce deep learning, motivate and commit students, and develop transferable skills through assessment done with and by learners. Critics argue innovative assessment may be less rigorous or demanding for students, while proponents believe it can provide fairer assessment of a broader range of skills and more reliable evaluation of learning when using multiple methods.
The document discusses innovative assessment methods that are alternatives to traditional classroom exams. It describes open-book exams, project methods, oral assessments, problem-solving methods, and role-play methods. These innovative assessments are said to improve teaching and learning, facilitate deeper learning, provide feedback, identify strengths and weaknesses, stimulate students and staff, and help slow learners. The conclusion cites an education policy stating evaluation should be continuous to help improvement rather than only certification of performance.
Assessment Strategies and Innovative Teaching PracticesMostafa Ewees
The document discusses assessment strategies and innovative teaching practices at universities. It describes how universities have responded to calls for improving undergraduate education through numerous disciplinary and cross-disciplinary teaching innovations. The document presents case studies of four universities examining their approaches to assessment, innovations in teaching and learning, and how assessment and improvements are linked. It finds that flexibility in tenure processes, coordination of assessment activities, and linking assessment to improving teaching can encourage further innovations.
This document provides descriptions of various assessment tools and strategies that teachers can use to evaluate student learning in non-traditional ways beyond traditional tests. It includes graphic organizers, interviews, observations, performance tasks, creative exhibitions, self-evaluations, journals, contracts, and portfolios that are designed to enhance student understanding and promote lifelong skills. These alternative assessment methods need not take away from learning time and can themselves be learning experiences.
Evaluating Teaching in Higher EducationEmma Kennedy
This document discusses various methods for evaluating teaching effectiveness, including the purposes of evaluation, common evaluation methods, and who conducts evaluations. It addresses both formative evaluation to improve teaching and summative evaluation for personnel decisions. Common methods include observation of teaching, in-class and online surveys, informal questions, external examination of assessments, and personal reflection. Issues that can impact evaluations, such as potential gender bias and statistical limitations, are also examined.
The document discusses a case study evaluating whether enhancing assessment literacy in first-year business students at Middlesex University leads to improved performance. It describes a 12-week program to introduce students to different assessments and provide support. Evaluation found the enhanced students' grades were slightly lower overall, though understanding of assessments and confidence in some areas was higher. Regression analysis showed understanding of essay requirements predicted essay grades for enhanced students. This suggests developing assessment literacy may benefit student performance.
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
A simple presentation related to the types of assessment, mainly summative and formative assessment. At the end of this presentation you will be able to differentiate between these two types of assessment.
This document discusses two case studies of assessment design - for a history course and a law course - at the University of Hong Kong. Key principles of effective assessment design discussed include tasks being integrated with learning outcomes and instruction, spreading student effort over time to promote sustained engagement, mirroring real-world applications, incorporating feedback, and supporting student understanding of quality. Challenges to implementing learning-oriented assessment include competing priorities, lack of teacher autonomy, and limited incentives for teachers.
The document discusses transforming assessments from assessment of learning (AOL) to assessment for learning (AFL). It outlines that AFL is used by teachers on an ongoing basis to help students achieve their potential and is an important part of the learning process. AFL encourages active student involvement in associative assessment to create self-regulated learners. It also discusses various tools used for AFL, such as rubrics, group work, and feedback, and the benefits of AFL in improving student outcomes, motivation, and the teaching-learning process.
This document discusses feedback and assessment techniques for improving student learning. It defines feedback as goal-oriented information about how well a student is progressing towards their goals. Seven keys to effective feedback are discussed, including making feedback goal-oriented, tangible, actionable, user-friendly, timely, ongoing, and consistent. A variety of classroom assessment techniques are also presented, such as preconception checks, muddiest point reflections, peer questioning, pros and cons analyses, and small group instructional diagnosis to gather student feedback on a course. The purpose of these formative assessment strategies is to improve the quality of student learning.
1. The document discusses key factors ("presage", "process", and "product" variables) that predict quality in higher education based on literature. Resources and selectivity predict some outcomes but not learning gains. Quality of teaching predicts performance and gains.
2. It also examines how universities have responded to teaching performance indicators (PIs) by improving feedback and using programs like TESTA, with increased student engagement and satisfaction. However, modular structures can negatively impact coherence.
3. The key implications are paying attention to pedagogy through changing students' and teachers' approaches, social learning, and program-level assessment, as well as using PIs to drive quality improvements through change processes.
The document outlines a 4-phase class structure that discusses journalism principles and their practical application. It then discusses problems with the previous project implementation, which did not fully meet the goals of developing analytical skills or learning diverse perspectives. Possible solutions are explored, and a new technology-based solution is proposed. The proposed solution involves students writing portions of an essay on a principle and context issue. The full essay would be posted online for all students to read and complete a quiz on, in order to better meet the class goals.
Learning outcomes are statements that specify what learners will know or be able to do as a result of a learning activity. Outcomes are usually expressed as knowledge, skills, or attitudes.
This document provides an overview of assessment, grading, and reporting. It discusses different forms of assessment including formative and summative assessment. It notes that assessment systems differ around the world, with some countries relying more on national tests while others emphasize formative assessment conducted by teachers. The document also discusses student portfolios, authentic assessment, and challenges with high-stakes standardized testing. Record-keeping, communicating results to parents, and integrating technology into assessment are also summarized. Overall, the document surveys a variety of topics related to assessment practices.
This document discusses classroom assessment techniques (CATs), which are simple, non-graded activities used to provide instructors feedback on student learning. It provides examples of CATs like the Muddiest Point and Minute Paper. The document emphasizes that CATs help instructors improve their teaching by gaining insights into student understanding. It also notes that CATs benefit students by encouraging self-assessment and engagement. Overall, the document promotes the use of CATs to enhance the teaching and learning process through frequent formative assessment.
Formative assessment ensures learner engagement by providing feedback to students and staff to help students learn and identify misconceptions. It assesses student progress towards goals through both informal and formal assessment activities integrated with feedback, unlike summative assessment which measures learning through marks. To effectively engage students in formative assessment, it should be student-centered, interesting, and develop their identity and interests in authentically relating their learning to future aspirations through enjoyment and a sense of belonging.
The Center for Innovation in Education and Next Generation Learning Challenges invite applications to the Assessment for Learning Project. The grants will support educators to fundamentally rethink the core role(s) that assessment can play to support student attainment of deeper learning. Nearly $2 million is available for 12-15 grants. Applications are due December 10, 2015. This presentation was used in webinars on November 4 and November 12, 2015 to provide an overview of the grant opportunity to prospective applicants and respond to their questions.
Improving Student Learning: Assessment, Evaluation and Reporting in the ELA C...Ashley Windsor
This presentation explains the differences between the three types of assessment (as, of and for learning) and when they should be used. Linking to Backward Design principles, this presentation will help new teachers to understand the planning process better. It also provides examples of best practices and strategies for use in the ELA classroom.
The document discusses the TESTA methodology for improving assessment and feedback practices. It summarizes findings from auditing 75 degree programs that found high variation in assessment patterns, with most having high summative and low formative assessment. Students reported focusing only on assignments and feeling feedback was too late or disconnected across modules. The TESTA methodology addresses these problems by encouraging a program-level approach, balancing summative and formative assessment, and improving feedback quality and continuity. Case studies showed positive impacts, like improved NSS scores, when universities adopted the TESTA paradigm of collaborative curriculum design focused on student experience.
This document discusses teaching materials and student progress assessment for e-learning courses. It provides guidance on preparing teaching materials, assessing student understanding through formative assessments, and adapting instruction based on student needs. Effective teaching practices discussed include ensuring instruction is appropriately challenging, based on real-world problems, purposeful, meaningful and interesting. The document also discusses using a variety of assessment methods, preparing assessments to monitor student progress, and adapting content delivery to meet student needs.
This document discusses formative assessment and providing effective feedback to students. It emphasizes the importance of having clear learning targets, assessing students in a variety of ways, and giving descriptive feedback to help students improve. Some key points covered include setting clear goals for students, communicating expectations, involving students in self-assessment, and using feedback to guide further learning.
Silvana Richardson - Making Learning Visible eaquals
This document discusses making learning visible to students and teachers through various strategies. It begins by introducing the concept of visible learning and its benefits. Then it explores three key strategies: 1) sharing learning intentions with students, which helps clarify the focus and purpose of lessons; 2) developing success criteria to describe what successful achievement looks like; and 3) seeking feedback on learning, which has one of the biggest impacts on learning according to research. Specific examples and advice are provided for implementing each strategy, and common issues teachers face are addressed. Overall, the document advocates a multipronged approach to supporting teachers in making learning visible in their classrooms.
This document discusses formative assessments for 21st century skills. It begins by defining 21st century skills such as critical thinking, collaboration, self-direction, and technology literacy. It then explains that formative assessments should inform instruction by showing what students have learned and still need to learn. Effective formative assessments provide clear learning targets and feedback to students. Examples of formative assessments that can evaluate 21st century skills include rubrics, checklists, digital portfolios, and student self-assessments. Workshops are provided for teachers to design assessments by starting with learning objectives and determining how student mastery will be measured.
The document summarizes the results of a questionnaire given to 100 people (50 male and 50 female) to help determine the demographic and preferences for a short horror film. The questions covered topics like age, favorite genre, movie watching frequency, preferred victim, expectations, attractions, dislikes, and preferred subgenre. Key results showed that horror was the most popular genre, most watch movies weekly, young male victims are preferred, an unseen villain and compelling storyline are liked, and mystery is the preferred subgenre.
Autonomic Management of Cloud Applications with Tonomi, Gluecon Keynote, 2015Victoria Livschitz
Introduction to Tonomi, an autonomic application management platform for cloud applications, delivered as a keynote at Gluecon 2015, Broomfield, Colorado on May 20, 2015.
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
A simple presentation related to the types of assessment, mainly summative and formative assessment. At the end of this presentation you will be able to differentiate between these two types of assessment.
This document discusses two case studies of assessment design - for a history course and a law course - at the University of Hong Kong. Key principles of effective assessment design discussed include tasks being integrated with learning outcomes and instruction, spreading student effort over time to promote sustained engagement, mirroring real-world applications, incorporating feedback, and supporting student understanding of quality. Challenges to implementing learning-oriented assessment include competing priorities, lack of teacher autonomy, and limited incentives for teachers.
The document discusses transforming assessments from assessment of learning (AOL) to assessment for learning (AFL). It outlines that AFL is used by teachers on an ongoing basis to help students achieve their potential and is an important part of the learning process. AFL encourages active student involvement in associative assessment to create self-regulated learners. It also discusses various tools used for AFL, such as rubrics, group work, and feedback, and the benefits of AFL in improving student outcomes, motivation, and the teaching-learning process.
This document discusses feedback and assessment techniques for improving student learning. It defines feedback as goal-oriented information about how well a student is progressing towards their goals. Seven keys to effective feedback are discussed, including making feedback goal-oriented, tangible, actionable, user-friendly, timely, ongoing, and consistent. A variety of classroom assessment techniques are also presented, such as preconception checks, muddiest point reflections, peer questioning, pros and cons analyses, and small group instructional diagnosis to gather student feedback on a course. The purpose of these formative assessment strategies is to improve the quality of student learning.
1. The document discusses key factors ("presage", "process", and "product" variables) that predict quality in higher education based on literature. Resources and selectivity predict some outcomes but not learning gains. Quality of teaching predicts performance and gains.
2. It also examines how universities have responded to teaching performance indicators (PIs) by improving feedback and using programs like TESTA, with increased student engagement and satisfaction. However, modular structures can negatively impact coherence.
3. The key implications are paying attention to pedagogy through changing students' and teachers' approaches, social learning, and program-level assessment, as well as using PIs to drive quality improvements through change processes.
The document outlines a 4-phase class structure that discusses journalism principles and their practical application. It then discusses problems with the previous project implementation, which did not fully meet the goals of developing analytical skills or learning diverse perspectives. Possible solutions are explored, and a new technology-based solution is proposed. The proposed solution involves students writing portions of an essay on a principle and context issue. The full essay would be posted online for all students to read and complete a quiz on, in order to better meet the class goals.
Learning outcomes are statements that specify what learners will know or be able to do as a result of a learning activity. Outcomes are usually expressed as knowledge, skills, or attitudes.
This document provides an overview of assessment, grading, and reporting. It discusses different forms of assessment including formative and summative assessment. It notes that assessment systems differ around the world, with some countries relying more on national tests while others emphasize formative assessment conducted by teachers. The document also discusses student portfolios, authentic assessment, and challenges with high-stakes standardized testing. Record-keeping, communicating results to parents, and integrating technology into assessment are also summarized. Overall, the document surveys a variety of topics related to assessment practices.
This document discusses classroom assessment techniques (CATs), which are simple, non-graded activities used to provide instructors feedback on student learning. It provides examples of CATs like the Muddiest Point and Minute Paper. The document emphasizes that CATs help instructors improve their teaching by gaining insights into student understanding. It also notes that CATs benefit students by encouraging self-assessment and engagement. Overall, the document promotes the use of CATs to enhance the teaching and learning process through frequent formative assessment.
Formative assessment ensures learner engagement by providing feedback to students and staff to help students learn and identify misconceptions. It assesses student progress towards goals through both informal and formal assessment activities integrated with feedback, unlike summative assessment which measures learning through marks. To effectively engage students in formative assessment, it should be student-centered, interesting, and develop their identity and interests in authentically relating their learning to future aspirations through enjoyment and a sense of belonging.
The Center for Innovation in Education and Next Generation Learning Challenges invite applications to the Assessment for Learning Project. The grants will support educators to fundamentally rethink the core role(s) that assessment can play to support student attainment of deeper learning. Nearly $2 million is available for 12-15 grants. Applications are due December 10, 2015. This presentation was used in webinars on November 4 and November 12, 2015 to provide an overview of the grant opportunity to prospective applicants and respond to their questions.
Improving Student Learning: Assessment, Evaluation and Reporting in the ELA C...Ashley Windsor
This presentation explains the differences between the three types of assessment (as, of and for learning) and when they should be used. Linking to Backward Design principles, this presentation will help new teachers to understand the planning process better. It also provides examples of best practices and strategies for use in the ELA classroom.
The document discusses the TESTA methodology for improving assessment and feedback practices. It summarizes findings from auditing 75 degree programs that found high variation in assessment patterns, with most having high summative and low formative assessment. Students reported focusing only on assignments and feeling feedback was too late or disconnected across modules. The TESTA methodology addresses these problems by encouraging a program-level approach, balancing summative and formative assessment, and improving feedback quality and continuity. Case studies showed positive impacts, like improved NSS scores, when universities adopted the TESTA paradigm of collaborative curriculum design focused on student experience.
This document discusses teaching materials and student progress assessment for e-learning courses. It provides guidance on preparing teaching materials, assessing student understanding through formative assessments, and adapting instruction based on student needs. Effective teaching practices discussed include ensuring instruction is appropriately challenging, based on real-world problems, purposeful, meaningful and interesting. The document also discusses using a variety of assessment methods, preparing assessments to monitor student progress, and adapting content delivery to meet student needs.
This document discusses formative assessment and providing effective feedback to students. It emphasizes the importance of having clear learning targets, assessing students in a variety of ways, and giving descriptive feedback to help students improve. Some key points covered include setting clear goals for students, communicating expectations, involving students in self-assessment, and using feedback to guide further learning.
Silvana Richardson - Making Learning Visible eaquals
This document discusses making learning visible to students and teachers through various strategies. It begins by introducing the concept of visible learning and its benefits. Then it explores three key strategies: 1) sharing learning intentions with students, which helps clarify the focus and purpose of lessons; 2) developing success criteria to describe what successful achievement looks like; and 3) seeking feedback on learning, which has one of the biggest impacts on learning according to research. Specific examples and advice are provided for implementing each strategy, and common issues teachers face are addressed. Overall, the document advocates a multipronged approach to supporting teachers in making learning visible in their classrooms.
This document discusses formative assessments for 21st century skills. It begins by defining 21st century skills such as critical thinking, collaboration, self-direction, and technology literacy. It then explains that formative assessments should inform instruction by showing what students have learned and still need to learn. Effective formative assessments provide clear learning targets and feedback to students. Examples of formative assessments that can evaluate 21st century skills include rubrics, checklists, digital portfolios, and student self-assessments. Workshops are provided for teachers to design assessments by starting with learning objectives and determining how student mastery will be measured.
The document summarizes the results of a questionnaire given to 100 people (50 male and 50 female) to help determine the demographic and preferences for a short horror film. The questions covered topics like age, favorite genre, movie watching frequency, preferred victim, expectations, attractions, dislikes, and preferred subgenre. Key results showed that horror was the most popular genre, most watch movies weekly, young male victims are preferred, an unseen villain and compelling storyline are liked, and mystery is the preferred subgenre.
Autonomic Management of Cloud Applications with Tonomi, Gluecon Keynote, 2015Victoria Livschitz
Introduction to Tonomi, an autonomic application management platform for cloud applications, delivered as a keynote at Gluecon 2015, Broomfield, Colorado on May 20, 2015.
The document discusses configuring a cluster of ASAs, which allows grouping multiple ASAs together as a single logical device to achieve increased throughput and redundancy. Key points:
- A cluster requires a high-speed isolated backplane network called the cluster control link for communication between members.
- One ASA is elected as the master which replicates configurations to slaves. Interfaces can be configured as either spanned EtherChannels (recommended) or individual interfaces.
- Spanned EtherChannels group interfaces across all members into a single channel, providing load balancing and high availability. Individual interfaces require external load balancing configuration.
Internet protocols are a set of standards that allow different computer systems to communicate over a network like the internet. Some key internet protocols include TCP/IP which enables transmission of data, FTP for file transfers, HTTP for accessing websites, Telnet for remote login, and Gopher and WAIS for finding and retrieving information. HTTP has become the most widely used protocol as it allows for transferring a variety of files like documents, databases, and multimedia content.
Enhancing employability through enterprise education: BSc Business Enterprise...HEA_AH
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1JIE3wh
This document provides an overview of New Zealand, including its geography, climate, cities, national parks, things to do, and sample itineraries. Key points include:
- New Zealand comprises two main islands and many smaller islands in the southwestern Pacific Ocean. The landscape is diverse with mountains, forests, beaches, and volcanoes.
- The climate is mild and temperate due to maritime influence. Seasons are opposite of the northern hemisphere.
- Popular activities include adventure sports, skiing, exploring Maori culture, water activities, food and wine, hiking, and visiting locations from The Lord of the Rings.
- Major cities include Auckland, Wellington, Christchurch, Dunedin, and Queenstown
This document discusses the benefits of fixed-dose combination hypertension medications. It notes that combination therapy is recommended when monotherapy does not control blood pressure or for high-risk patients. Fixed-dose combinations have been shown to have greater efficacy, fewer side effects, and better compliance than individual drugs. The combination of an ACE inhibitor and diuretic, such as perindopril and indapamide, is particularly beneficial as it reduces left ventricular mass index and urinary albumin excretion more than an ACE inhibitor alone. The document also notes several clinical trials that demonstrate reduced cardiovascular risks with fixed-dose combinations compared to monotherapy or placebo.
Arcserve has spun off from CA Technologies to become an independent company focused on data protection solutions. Their new unified data protection product, Arcserve UDP, provides centralized management across physical, virtual, and cloud environments. It aims to address challenges around rising costs, complexity, and lack of control that many organizations face with data protection. The presentation provides an overview of Arcserve UDP's capabilities and benefits, as well as Arcserve's partner and licensing models.
An informal invitation is a casual invitation that is often verbal rather than written. It can be extended directly by speaking to someone and inviting them or indirectly through other means like a phone call or text message. Indirect written invitations for informal events are also common and may include brief notes or messages to convey the key details of the invitation.
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.
Doctoral Education Online: What Should We Strive For? How Could It Be Better?Cynthia Agyeman
This document discusses best practices for designing high-quality online doctoral programs. It recommends striving for courses that meet Quality Matters standards of 85% or higher. Key aspects include: using learning objectives and assessments aligned to course goals; providing instructional materials, activities, and technologies to support student-centered learning and collaboration; ensuring accessibility; and obtaining feedback to continuously improve courses. Overall it emphasizes the importance of designing courses for the diverse needs and experiences of adult learners in doctoral programs.
This document outlines a new conception of teaching and learning for advising work-based projects. It discusses negotiated learning and assessment that reflects specific practice contexts. Work-based projects address real-life issues to enhance professional practice and promote innovation. Practitioner inquiry involves identifying methods to inform one's own or others' work through critical analysis of literature. Projects develop tangible processes/products, ensure value for the workplace, and meet academic standards through a three-way learning agreement between the university, student, and workplace. Advising requires understanding context, acting as a learning consultant, reviewing skills, and engaging students as reflective practitioners. Assessments consider reliability and validity outside of exams by including practitioner involvement.
Dissertation Synopsis of M.arch - Copy.pptxShwetaKashiv1
This document discusses peer assessment methods in architectural education. It defines traditional assessment as paper/pencil tests and alternative assessment as any method other than standardized tests, including observations, checklists, portfolios, and self-evaluations. The document aims to explore peer assessment approaches to understand how they can improve learning and engagement for architecture students compared to traditional assessment. It outlines various peer assessment methods and hypothesizes that implementing peer assessment will result in improved learning outcomes and increased student engagement.
This document discusses innovative assessment in higher education. It begins by defining innovative assessment as any new assessment technique or method, or techniques that aim to improve student learning. Innovative assessment aims to produce deep learning, motivate students, and develop transferable skills. Examples of innovative assessments provided include developing a glossary from social work observations and presenting solutions to workplace problems. The document advocates for integrating assessment literacy and developing a student-staff compact around assessment.
This document discusses online assessment. It defines assessment as evaluating student learning, instruction, and program effectiveness. The purpose of assessment is to emphasize important learning goals, help students apply knowledge, and promote improvement. Different assessment methods should be aligned with learning objectives and address different learning styles. Some common online assessment methods include exams, quizzes, discussions, essays, reports, portfolios, and presentations. The best method depends on the intended learning outcomes.
The document evaluates the Viewpoints project at the University of Ulster, which aimed to develop tools to support curriculum design. The project created conceptual "prompt cards" around themes like assessment and feedback. Workshops used these cards and a timeline worksheet to help course teams redesign modules. Over 34 workshops occurred. The evaluation found the workshops effectively supported curriculum discussions and maintained an educational focus. The assessment and feedback principles became adopted as university policy and impacted practices beyond workshops. Overall, the project seeded new thinking around curriculum design that facilitated institutional changes and helped embed sustainability. A model of educational change is extrapolated from the project.
Mark Bailye, Client Success Specialist, A/NZ | Bb Education on Tour 2015 | Ed...Blackboard APAC
The document discusses assessment and feedback principles for encouraging positive learning habits. It describes Mark Bailye's role as an Adoption Specialist with Blackboard, providing expertise on effective adoption and implementation of Blackboard solutions. The document outlines areas of Mark's expertise including academic change management, curriculum design, and strategic learning management system planning and implementation. It focuses on encouraging positive learning habits, assessment and feedback, outlining key principles and how tools in a learning management system can support these areas. Examples are provided around using tools like assignments, discussions, badges and adaptive release to trigger actions, provide rewards and encourage investment in learning.
Action research is an iterative process of planning, acting, observing, and reflecting on a problem or issue in an educational setting. A team of teachers work collaboratively to identify an issue, develop and implement a plan to address it, collect and analyze data on the results, and reflect on what was learned in order to plan next steps if needed. The goal is to not only improve outcomes but also increase the teachers' repertoire of effective practices and help resolve workplace challenges.
The document discusses developing a reflective assessment and feedback tool for staff at Ulster University using principles of good practice. It outlines the importance of assessment and feedback, describes assessment strategies at Ulster, and defines a student timeline. It then maps assessment and feedback principles to the timeline to prompt reflection. Initial feedback from Ulster staff found the tool useful for reflecting on their assessment and feedback strategies and the student experience. The document proposes further developing the tool based on additional feedback.
Reimagining and Reinforcing Student Success Into Career Success Across the Cu...credomarketing
The final webinar in Credo Education webinar series "The Onus is On Us - How Higher Education Can Close the Skills Gap" presented by Kate Sawyer, Higher Education Administration and Library Consultant.
Are we still teaching students the same old way we were taught and expecting them to learn the same way we learned?
Maybe it’s time to rethink where and how often we teach critical thinking, problem solving and information skill sets, as well as how and when we teach them.
This document discusses inclusive practice in higher education and summarizes a program at the University of Wolverhampton's Institute of Education to promote more inclusive teaching, learning, and assessment. The program funded 9 projects across different departments. The projects aimed to improve accessibility, support diverse student needs, and enhance teaching approaches. Evaluations found students appreciated support for their individual requirements and opportunities to openly discuss needs with instructors. The program also highlighted the need for inclusive practice guidance for students, staff, and external partners to foster student success and social mobility.
The document summarizes a presentation on reimagining assessment and feedback given by consultants from Jisc. It discusses Jisc's current research on trends in assessment, principles of good assessment, results from a poll on concerns in the higher education assessment landscape, examples of how technology can help implement assessment principles, and looking to the future of assessment including what is not yet supported digitally. The presentation engaged participants in activities to discuss tools, examples of good practice, and future support needs.
The document discusses Bloom's Taxonomy and its role in outcome-based education. It begins by outlining Bloom's Taxonomy, which categorizes different levels of thinking skills from basic recall/remembering to more complex analysis, evaluation, and creation. It then discusses how outcome-based education shifts the focus from inputs/processes to outputs/outcomes by defining learning outcomes and using assessments to evaluate if students achieve those outcomes. This allows for continuous quality improvement by collecting feedback and making improvements. Program outcomes, course outcomes, and their mapping are an important part of the outcome-based approach.
This document summarizes a presentation on effective online discussions. It covers tips for planning discussions, the importance of instructor presence, using provocative questions, and case studies. Planning involves setting clear learning objectives. The community of inquiry model and Bloom's taxonomy can help design activities. Facilitation requires summarizing, moderating, guiding, and troubleshooting. Provocative questions apply Socratic techniques. A sample case study outlines objectives for a student-led psychology discussion.
How to hit a moving target: developing evaluation instruments in an evolving ...Ursula Rutherford
Ursula Rutherford is developing evaluation instruments to assess student learning in an evolving undergraduate engineering curriculum at Coventry University that is increasingly adopting activity-led learning (ALL). The research has three interconnected strands to identify teaching quality indicators, investigate how they can be recognized, and evaluate their effectiveness. However, the rapid changes in modules and student cohorts pose a challenge for validating new instruments. Rutherford is seeking ideas from others on how to demonstrate rigor in the research and reliability of instruments developed in this environment of constant change and shorter feedback cycles.
Similar to Reassessing innovative assessment - Erica Morris (20)
Do learners really learn when they’re one of thousands? Alison Le Cornu and J...HEA_AH
This workshop was held as part of the HEA Enhancement Event 'Technology enhanced learning: What can we learn from MOOCs?'. The presentation forms part of a blog post about this workshop which can be accessed via: http://bit.ly/1Ch97fA
For further details of the enhancement event, please see: https://www.heacademy.ac.uk/events-conferences/event10203
Engagement through partnership: students as partners in learning and teaching...HEA_AH
This document discusses student partnership in higher education. It defines partnership as a specific form of student engagement that focuses on learning relationships and working arrangements between staff and students. The document presents a conceptual model of partnership that can occur through learning, teaching and assessment; subject-based research and inquiry; scholarship of teaching and learning; and curriculum design. It also discusses some tensions in partnership, such as issues of inclusivity, power relationships, and defining roles and responsibilities. The document concludes by recommending areas for further exploration of student partnership and providing references for additional resources.
Flexible learners for a global future - Alison Le CornuHEA_AH
This document outlines an agenda for a workshop on flexible learning. The workshop aims to enable participants to identify flexible attributes needed for students to contribute to a globally connected society. It will examine flexible attributes suggested by scholarship to be important for 21st century students and discuss how educators can respond. The agenda includes introducing reports on flexible pedagogies, focusing on one report's discussion of flexibility in higher education. Participants will discuss drivers of increased flexibility and implications for their practice through group work and plenary discussions.
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1JIE3wh
Implementing innovation and commercialisation - Stuart Abbott, Zoë Prytherch ...HEA_AH
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1JIE3wh
Enhancing employability through enterprise education - Maureen TibbyHEA_AH
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1JIE3wh
Embedding modern languages across the disciplines - Catriona CunninghamHEA_AH
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via
This presentation is linked to a workshop held as part of the HEA enhancement event 'The full picture: the journey from listening to partnership in student engagement'. Further details of this workshop can be accessed via this link: http://bit.ly/1FAP2D3
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
2. To explore contemporary assessment perspectives, emphasising the use of innovative assessment and principles aligned with assessment for learning
An opportunity to
•explore the notion of ‘assessment for learning’, and associated guiding principles
•consider the rationale for diversifying assessment methods and using authentic assessment tasks, enhancing the development of graduate attributes and skills relevant to employability
•review and plan for changing assessment practices to enhance student learning
Overview of workshop
2
3. 3
Structure of workshop
Timing
Session
11.15 am
Current assessment perspectives, assessment for learning model; short activity
11.45
Activity – Considering diverse forms of assessment for learning: challenges and opportunities
12.15 pm
Plenary
12.35
Looking at assessment literacy
12.45
Activity – Integrating assessment literacy
12.55
Insights, reflections and actions
1.10
Conclusions
1.15
Close of workshop
4. “innovative assessment could be any form of assessment which involves the application of a new technique or method … however, innovative assessment has come to mean more than that; it is a term we use which encompasses a whole range of different techniques and methods, not all of which are new inventions. What unites them is a common goal: to improve the quality of student learning”
(Mowl 2006, p2)
4
What do we mean by innovative assessment?
5. Innovative with regard to
•Being characterised as authentic or work relevant
•Technology-enhanced assessment or learning
•Changing the nature of student engagement and participation
Assessment for learning:
“challenges and blurs the boundaries between assessment and teaching”
(Sambell et al 2013, p151)
5
Re-assessing innovative assessment
6. •Building on two decades of work on assessment in higher education
•Response to issues and concerns in assessment practice
•Assessment Standards: a Manifesto for Change
–Assessment Standards Knowledge exchange (ASKe)
•Six evidence-based tenets
–Unpacked, re-cast
–Assessment review tool
–Evidence base
6
Transforming assessment
7. The debate on standards needs to focus on how high standards of learning can be achieved through assessment. This requires a greater emphasis on assessment for learning rather than assessment of learning
7
Assessment for learning
•Authentic assessment – engaging, meaningful assessment tasks
•Students developing as learners – effective attributes and skills to self- assess and evaluate their own learning
•Informal feedback – e.g. in-class group discussions, peer-review
•Formal feedback – range of forms of feedback, used at a number of stages
•Practice, rehearsal – opportunities to learn and practice
•Formative and summative – appropriate balancing of these two types of assessment
(Sambell et al 2013)
8. A consensus in the field
8
Assessment framework
Emphasis: examples
Carless (2009)
A framework for learning- oriented assessment
Tasks should be designed to stimulate productive learning practices
Assessments should involve students actively in engaging with criteria, quality, their own and peers’ performance
Boud and Associates (2010)
Seven propositions for assessment reform
Assessment for learning as pivotal
Inducting students in assessment cultures and practices
NUS
Assessment and feedback benchmarking tool, with 10 principles
Diverse forms of assessment
Formative assessment and feedback
Self-reflection and peer learning
9. •Social work module: observations of practice
•Develop a glossary as an assessment
–Identified academic terms, writing definitions, indicating sources
–Personal, illustrative evidence of relevance of term (e.g. from practice observations, peer discussion)
•Encouraging research reading, learning to writing concisely
•Looking at different theoretical perspectives, linking theory and practice
Example: developing a glossary
9
Adapted from Sambell et al (2013, p18)
10. •Business Studies module looking at corporate management
•Assessment related to workplace improvement
•Managers from organisations: talks on workplace problems
–Students suggesting solutions through presenting these
–Posters to disseminate ideas for workplace improvement
10
Example: problems in the workplace
Adapted from Sambell et al (2013, p22)
11. Assessing
Method or type
Knowledge and understanding
Information leaflet, web resource,
reports
Thinking critically and making judgements
Journal or reflective diary, briefing paper, newspaper article, oral presentation
Problem-solving and developing plans
Research bid, case study analysis, action plan
Communication skills
Group or individual poster, student-led seminars
And others …
Forms of assessment
11
Based on Butcher et al (2006); handout on assessment methods
(PedRIO, Plymouth University)
Engaging – Meaningful – Realistic
12. Considering diverse forms of assessment for learning
•What are the challenges?
•What are the particular opportunities?
How might these relate to particular subject or disciplinary areas?
Activity: group discussion
12
13. Considering diverse forms of assessment for learning
•Challenges?
•Opportunities?
How might these relate to particular subject or disciplinary areas?
Plenary
13
14. Active engagement with assessment standards needs to be an integral and seamless part of course design and the learning process in order to allow students to develop their own, internalised conceptions of standards and to monitor and supervise their own learning
14
Looking at assessment literacy
•Methods for sharing standards with students
–Regular formative tasks, feedback with dialogue, use of exemplar assignments, discussion of criteria, and self and peer assessment
•Student understanding of assessment and standards help them as developing autonomous learners
–Reflect on and review their own progress and development
15. •A grasp of assessment in relation to learning
•An understanding of assessment
–Principles of valid assessment
–Terminology
•The meaning of assessment criteria and standards
•Self and peer-assessment skills
•Using appropriate approaches or techniques for assessment tasks
15
What is assessment literacy?
Price et al (2012)
16. In what ways could assessment literacy be integrated?
•An understanding of assessment
•The meaning of assessment criteria and standards
•Self and peer-assessment skills
•Using appropriate approaches or techniques for assessment tasks
Pairs or small groups of three
16
Activity: integrating assessment literacy
19. The Assessment Compact
19
Assessment Compact at Oxford Brookes University
1. Engage in dialogue with tutors and peers
•Talking opportunities: unsure about assessment tasks, standard of work expected, explore ideas
•Supportive, constructive and timely feedback
2. Self assess your work and be prepared to assess the work of others
•Practise in self and peer-assessment: developing understanding of good quality work
•Drafting, using exemplars, marking
3. See yourself as a member of your learning community
•Engage with all study activities
•Reflect on feedback, checking your understanding with others
Based on www.brookes.ac.uk/aske/BrookesACompact/
20. Assessment Standards Knowledge exchange (ASKe) – ww.brookes.ac.uk/aske/
(ASKe) Assessment: Your entitlements and obligations – the Compact digested. Oxford Brookes University. Available from: www.brookes.ac.uk/aske/BrookesACompact/
ASKe (n.d) Assessment Standards: a Manifesto for Change; Feedback: an Agenda for Change. Available from: http://www.brookes.ac.uk/aske/Manifesto/
Boud, D. and Associates (2010) Assessment 2020: Seven propositions for assessment reform in higher education. Sydney: Australian Learning and Teaching Council.
Butcher, C., Davies, C. and Highton, M. (2006) Designing Learning: From module outline to effective teaching. London and New York: Routledge.
Carless, D. (2009) Learning-oriented assessment: Principles, practice and a project. In L.H. Meyer, S. Davidson, H. Anderson, R. Fletcher, P. M. Johnson and M. Ress (Eds.), Tiertiary Assessment & Higher Education Student Outcomes: Policy, Practice & Research (pp. 79-90). Wellington, New Zealand: Ako Aotearoa.
Mowl, G. (2006) Red Guides, Paper 17: Innovative student assessment: what’s the point? Northumbria University. Available from: http://www2.warwick.ac.uk/study/cll/currentstudents/undergraduatemodules/reinventingeducation/coursepages/mowl_- _innovative_assessment.pdf
NUS (n.d) Assessment and feedback benchmarking tool.
Price, M., Rust, C., O’Donovan, B., Handley, K., with Bryant, R. (2012) Assessment Literacy: The Foundation for Improving Student Learning. Oxford Brookes University, Oxford: The Oxford Centre for Staff and Learning Development.
Sambell, K., McDowell, L. and Montgomery, C. (2013) Assessment for Learning in Higher Education. Abingdon, Oxon: Routledge.
The Higher Education Academy (2012) A Marked Improvement: Transforming assessment in higher education. Available from: http://www.heacademy.ac.uk/assessment
20
References