Assessment introduction
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Assessment Introduction. Unit for the Enhancement of Learning and Teaching. A question…. A student has worked the following mathematical problem:. Working individually, give this student a mark out of ten Mark = ……/10. 269 23 x 5380 787 6167. Consider….

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Assessment Introduction

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Assessment introduction

Assessment Introduction

Unit for the Enhancement of Learning and Teaching


A question

A question…

A student has worked the following mathematical problem:

Working individually, give this student a mark out of ten

Mark = ……/10

269

23 x

5380

787

6167


Consider

Consider…

  • Was your judgement based on process or product?

  • What might affect the mark you gave?


Assessment needs to be

Assessment needs to be

  • Valid (measures what it is supposed to)

  • Reliable (reproducible results)

  • Transparent

  • Free of bias

  • Practicable


Reproducibility

Reproducibility

The consistency or reproducibility of an assessment:

  • Markers: do they agree?

  • Can the test be repeated to achieve the same results?

  • Internal: does it agree with itself?


Assessment introduction

But…

  • Is this achievable

    • In a discipline?

    • Across an institution?

  • How widely can or should results be reproduced?

  • Are these desirable educational purposes?


Why assess

Why assess?

  • Assessment is central to teaching and learning

  • Diagnostic (placement)

  • Summative (certification)

  • Formative (aiding learning)

  • Move towards ‘sustainable’ assessment (Boud 2000)


Planning assessment

Planning assessment

  • Integral to curriculum planning

  • Defining learning outcomes

  • Linking assessment criteria and learning outcomes

  • Assessment tasks should be designed so that students can demonstrate achievement of the learning outcomes


What is being assessed

What is being assessed?

  • Content learning

  • Skills (generic)

  • Skills (subject specific)

    With what effect?

  • Deep / surface learning


Assessment and feedback

Assessment and Feedback

Assessment by whom?

  • Staff, peer, self

    How?

  • Three main forms- written, oral, performance

    Feedback?

  • Written, oral, recorded

  • Motivation, engagement


Assessment workload

Assessment workload

  • Staff

  • Students

  • Usefulness of assessments

  • Marking load


References

References

  • Boud D 2000 Sustainable Assessment: rethinking assessment for the learning society, Studies in Continuing Education, Vol 22, No 2.

  • Gibbs G & Simpson C (2004) Conditions under which assessment supports students’ learning, Learning and Teaching in Higher Education, Issue 1.

  • Knight, P (2007) ‘Grading, classifying and future learning’ Ch 6 in D Boud & N Falchikov, Eds, Rethinking assessment in Higher Education, Oxon: Routledge.


References1

References

  • Knight, P 2001 Assessment: A briefing on Key Concepts, LTSN Generic Centre Assessment Series Number 7, LTSN Generic Centre: York.

  • Price, M; Handley, K & O’Donovan, B (2008) Feedback: What’s in it for me? Paper presented at the 4thEARLI/Northumbria Assessment Conference, Berlin. Available from http://www.iqb.hu-berlin.de/veranst/enac2008?reg=r_11.


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