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Teaching, learning and assessment. Raimonda Markeviciene With compliments to Dr. Helen Cameron.

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teaching learning and assessment

Teaching, learning and assessment

RaimondaMarkeviciene

With compliments to Dr. Helen Cameron

slide2
“The adoption of a learning outcomes approach represents more than simply expressing learning in terms of outcomes. It entails much more due to their significant implications for all aspects of curriculum design, delivery, expression, assessement and standards”.

Adam S, 2004

what do we mean by assessment
What do we mean by assessment?

A range of synonyms in English:

  • Examinations, Evaluations, Appraisal, Judgements, Measurement, Review, Opinion, Consideration, Estimation

Practically:

  • Taken to mean any ‘formal’ review of performance or ability – exams at any time, in-course assignments, practicals etc.
types of assessment
Types of Assessment?

Summative assessment

Formative assessment

Primary purposes

Assessment for learning

Promotes appropriate learning

Feedback

Lifelong learning

Diagnostic assessment

Primary purposes

  • Assessment of learning
  • Records achievement
  • Informs decisions about readiness to progress
  • Reassures clients, public, taxpayers, employers

Accumulative assessment

Continuous assessment: A combination of summative and formative assessment. Usually involves repeated summative assessments. Marks recorded.

simple suggestions
Simple suggestions?....
  • Clearly define the learning outcomes.
  • Select teaching and learning methods that are likely to ensure that the learning outcomes are achieved.
  • Choose a technique or techniques to assess the achievement of the learning outcomes.
  • Assess the learning outcomes and check to see how well they match with what was intended
tuning links learning to assessment
Tuning Links Learning to Assessment

First, needs analysis = students required performance

This informs the intended assessment.

Write LOs to tell students and staff what is intended.

Use LOs to write new assessments / exams

ACHIEVED

Learning Outcomes

INTENDED

Learning Outcomes

STUDENTS

Learning Behaviours

Achievements

- INTENDED Assessment

THE Assessment

assessment design must match learning
Assessment Design Must Match Learning

Constructive Alignment …….

Learning Outcomes

Learning Behaviours

Assessment

formative

summative

sampling

format

setting

timing/frequency

compensation/hurdles

Adapted from John Biggs 1996

constructive alignment
Constructive alignment
  • Constructive alignment is the deliberate linking within curricula of aims, learning outcomes, learning and teaching activities and assessment.
  • Learning Outcomes state what is to be achieved in fulfilment of the aims.
  • Learning activities should be organised so that students will be likely to achieve those outcomes.
  • Assessment must be designed such that students are able to demonstrate that they have met the learning outcomes.
  • Constructive alignment is just a fancy name for “joining up the dots”.

(Morss and Murray, 2005)

tools of assessment
Tools of Assessment
  • MCQs
  • SAQs theoretical / applied knowledge
  • Essays
  • Practical exams / Lab / Recital / Clinical /Pres
  • Continuous assessment of performance
  • Continuous assessment of professionalism
  • Multi-source feedback (self and peer feedback)
  • Log books and Portfolios
the level quality of learning outcome achievement
The level (quality) of Learning Outcome achievement?
  • Rubric: A grading tool used to describe the criteria which are used in grading the performance of students.
  • Rubric provides a clear guide as to how students’ work will be assessed.
  • A rubric consists of a set of criteria and marks or grade associated with these criteria.
assessment on module level
Assessment on module level

Isn’t the fist LO assessed too much? Is there no need to asses LO2? Do we need to assess LO 1, 3, 4 5 and 6

during the exam? What LO are assessed during the task 3? Is exam a real tool of assessment? Why so many LO

are assessed in in the exam when other tasks/methods are also used?

suggestions
Suggestions
  • Avoid too many LOs per course unit. It is important when it comes to Assessment
  • It is unreasonable for assessors to have to evaluate students against too many LOs in one assessment
  • Too many assessments per unit is inefficient
linking lo and activities deusto case statistics
Linking LO and activities (Deusto case. Statistics)

The main goal of the course is to provide the students with a set of competences for the understanding and application of statistical concepts and techniques in engineering disciplines. These competences can be classified as general competences and specific ones:

Specific competences

CE 1. Identify situations with a random behaviour and calculate probability of these phenomena.

CE 2. Know, identify and classify random variables from different sources of information.

CE 3.Identify and solve problems in which the studied variable follows a known probability distribution. To build up and validate suitable statistical models for real problems.

CE 4. Know the use of estimation and inference in order to study the behaviour of a model through a sample of the population under study.

CE5. Assess the importance of statistics and its proper use in specific engineering problems.

General competences

TIME MANAGEMENT. Distribute time equally depending on priorities, taking into account personal objectives. Define, organize and plan activities.

Domain level 2: define and sort objectives and plan individual activity over the medium and long terms (from various weeks to half a year).

teaching learning strategy deusto case
TEACHING-LEARNING STRATEGY (Deusto case)

Classroom activities (69 hours)

- Lectures explaining the theoretical material: 40 hours

- Resolution of exercises and example problems: 23 hours.

- Continuous assessment: 3 hours.

- Final assessment: 3 hours.

Out-of-class activities (81 hours):

- Individual study of lecture material: 32 hours.

- Undertaking of proposed exercises and revision: 20 hours.

- Undertaking of intermediate mileposts and final presentation: 11 hours

- Preparation for exam: 18 hours.

assesment system deusto case
ASSESMENT SYSTEM (Deusto case)
  • Exercises to be handed in at the end of each subject, accounting for 15% of the final grade.
  • Presentation of a course summary accounting for 10% of the final grade.
  • Three continuous assessment tests consisting of medium difficulty exercises undertaken in the classroom during lecture time, accounting for 75% of the final grade.

If a grade of at least 50% is obtained with the deliverable exercises, the continuous assessment tests and the presentation, it will not be necessary to take the final exam and the grade will be that obtained up to this time.

assesment system deusto case1
ASSESMENT SYSTEM (Deusto case)

If the student does not obtain at least a 50% of the grades, he or she has to:

  • do the end-of-term examination consisting of four or five problems of medium difficulty, accounting for 75% of the final grade.
  • deliver the failed or non-given tasks.
  • present again the course summary.
slide29

Quality Assurance: Process and outcomes

  • Tuning distinguish two types of indicators to measure the quality of programmes:
  • The process itself for (re)designing, developing, implementing, evaluating and enhancing degree programmes
  • The outcome of the process : the minimum requirements should have been met
  • For both purposes Tuning has developed checklists:
  • 1. Tuning List of Key Questions for Programme Design and Programme
  • Delivery, Maintenance and Evaluation in the Framework of the Bologna Reform (Annex 1)
  • 2. Tuning Checklist for Curriculum Evaluation
slide30
Identify needs and necessary resources

Tuning approach for designing study programmes

Approaches

to

Teaching

Learning

and

Assessment

Academic

structure

and content

(modules and

student

workload /

ECTS credits)

Identify LA

In terms

of Generic

and

Subject

Specific

Compentences

Quality

Enhancement

Profile

Tuning Process

slide31
THE TUNING DYNAMIC QUALITY DEVELOPMENT CIRCLE

Definition of academic and professional profiles

Identification of resources

Programme design: definition of learning outcomes / competences

Construction of curricula: content and structure + balanced ECTS credit allocation

Evaluation and improvement(on the basis of feed back and feed forward)

Selection of types of assessment

Selection of teaching and learning approaches

programme assesment w e deming
Programme assesment (W. E. Deming)

Implement changes

Design process components

Analyse data, report, decide on changes

Implement the plan

programme and course unit assessment
Programme and course unit assessment

INDIRECT:

  • Alumni survey and meetings
  • Graduating student survey
  • Focus groups interviews
  • Employer survey/ interview
  • Parents survey/ interview

DIRECT:

  • Assessment that directly measures achievement of LO (exams, portfolios, test)
  • Analysis of the study results/marks (module and programme levels)
  • Drop out rates
  • Students and teacher opinion
student workload issue to consider input give me time to think u ty of oulu
Student workload – issue to consider (input: Give me time to think, U-ty of Oulu)
  • Preliminary work before contact hours;
  • Contact hours;
  • Individual work after contact hours. Individual work will depend on study methods used.
time allocated for the tasks depends on the type of the activity task
Time allocated for the tasks depends on the type of the activity/task
  • Written assignment. Time calculation - 100 words/1 hour.
  • Presentation. 1 hour presentation requires min. 6 hours of preparation.
  • Reading literature. Students must know whether literature is compulsory (for passing the exam) or complimentary. The text will be well understood after third reading (three staged of reading: perusal, analitical reading with notes; repetition)
  • 100 pages of easy text requires 20 hours. 100 pages of difficult text or text in foreign language requires 30 hours.
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