developing an assessment project
Skip this Video
Download Presentation
Developing an assessment project

Loading in 2 Seconds...

play fullscreen
1 / 12

Developing an assessment project - PowerPoint PPT Presentation

  • Uploaded on

Developing an assessment project. Workshop on Teaching and Learning Grants and Carrick Schemes, 2008 Clair Hughes and Merrilyn Goos [email protected] ; [email protected] Session Overview. Assessment project possibilities Examples/prompts to illustrate project possibilities

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
Download Presentation

PowerPoint Slideshow about 'Developing an assessment project' - crevan

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
developing an assessment project

Developing an assessment project

Workshop on Teaching and Learning Grants

and Carrick Schemes, 2008

Clair Hughes and Merrilyn Goos

[email protected]; [email protected]

session overview
Session Overview
  • Assessment project possibilities
  • Examples/prompts to illustrate project possibilities
  • Small group development of assessment questions to guide project development
  • Resources
assessment project possibilities
Assessment project possibilities

Assessment and teaching interventions

Program assessment


Course assessment




‘Mapping the territory’

Staff support



Capacity building

and resourcing

mapping the territory
Mapping the territory
  • Student and staff experience of assessment
  • Student opinion (iCEVAL, UQSES, focus groups)
  • Student experience (task mix, skill progression, workload)
  • Consistency of standards and reward for effort
  • Processes (appeals, specials, supplementaries)
  • ?
  • ?
  • Staff opinion (survey, focus groups)
  • Staff practice (task mix, standards, moderation, …)
  • Participation of casual staff and tutors
  • Opportunities for development of knowledge and skills
  • ?
  • ?
  • Appropriateness - the extent to which assessment tasks or plans:
    • provide students with opportunities to develop and demonstrate intended course and program learning objectives and graduate attributes,
    • comply with institutional policies and rules
  • Effectiveness - the extent to which assessment tasks or plans:
    • engage students in worthwhile learning behaviours
    • develop student knowledge, skills, attitudes and/or behaviours
    • provide students with feedback that is used to monitor and guide their own learning
  • Efficiency - the amount of resources or effort (student and staff) needed to implement assessment tasks or plans in the context in which assessment is undertaken.
assessment task interventions
Assessment task interventions


  • Tasks that
      • engage students in more worthwhile learning activities
      • provide students with more valid opportunities to demonstrate required learning objective/s
      • increase student interest or motivation
  • Development of criteria and standards and moderation processes that support more defensible, consistent and transparent assessment judgements
  • Greater clarity of expectations (e.g. criteria and standards, distinctions between collusion and collaboration)
  • Teaching or assessment interventions (eg group work, feedback processes, task authenticity, self- or peer-assessment etc) that enhance student learning outcomes
  • Assessment efficiencies in terms of cost, time and energy (e.g. use of technology, task selectivity, peer assessment and feedback)
course assessment plan interventions
Course assessment plan interventions


  • Activities that require students to engage with feedback provided and apply it to future tasks
  • Stronger links between course tasks to provide a more coherent learning experience and boost applicability of feedback
  • Spread and timing of assessment that increases student engagement throughout the course
  • Grading processes that accurately reflect course learning objectives
  • Assessment efficiencies in terms of cost, time and energy (e.g. use of technology, greater selectivity, peer assessment and feedback)
program assessment interventions
Program assessment interventions


  • Streamlining of program assessment tasks and processes to:
      • provide systematic and coherent development of program learning objectives (e.g. in terms of graduate attributes)
      • ensure a range and balance of tasks without significant gaps or unnecessary repetition
      • maximise use of available resources (staff and equipment)
staff assessment support
Staff assessment support


  • Development support opportunities that:
    • are customised more closely to staff needs
    • enable staff to share effective practice
    • are inclusive of all staff members (e.g. casual staff, tutors)
    • provide opportunities for mentoring and feedback from experienced colleagues
    • maximise positive impact on student motivation and learning
    • are responsive to student opinion and other evaluative data
    • identify ways to deploy available resources (e.g. tutors, TEDI staff, iCEVAL & UQSES reports) and processes most efficiently
examples of assessment projects funded through uq t l strategic grants small
Examples of assessment projects funded through UQ T&L Strategic Grants (small)
  • Developing flagship curriculum and assessment practices in gateway and capstone courses which encourage and test the understanding of disciplinary threshold concepts (Prof Fred D’Agostino)
  • The development of critical legal skills by Law students through innovative approaches to teaching and assessment (Dr Nick James)
  • Peer Assessment Learning Sessions: An innovative feedback technique for large engineering classes (Dr Liza O’Moore)
  • The use of standardized patients and computer based simulations in the assessment of clinical learning in first year Audiology students (Dr Wayne Wilson)
  • Development of a Flexible Training Package for Clinical Educators Using the Student Placement Evaluation Form (SPEF) (Dr Merrill Turpin)
  • Promoting first-year student engagement and learning through innovative approaches to feedback and group work in an Agricultural Mathematics course (Dr Madan Gupta)
  • In groups of 3 or 4:
    • identify an assessment issue in your own educational context
    • suggest a way of addressing this issue to enhance the assessment experience of students and/or staff
    • frame the project as an investigation question
      • To what extent does a flexible training package enhance consistency of practice and assessment judgements among clinical educators using the ‘Student Placement Evaluation Form’?
      • How effective are innovative teaching and assessment activities based on a model of critical thinking in developing the critical legal skills of Law students?
      • How effective is …..X…… in speeding up the feedback process in ABCD2345 while retaining previous levels of detail?
    • Share your question with the larger group
helpful resources
Helpful resources
  • UQ Teaching and Learning Rules and Policies
  • UQ Teaching and Learning Enhancement Plan
  • UQ T&L Strategic Grant scheme (successful submissions)
  • TEDI assessment resources
  • Carrick Institute Assessment projects (Reports of completed projects)