assessment introduction
Download
Skip this Video
Download Presentation
Assessment Introduction

Loading in 2 Seconds...

play fullscreen
1 / 13

Assessment Introduction - PowerPoint PPT Presentation


  • 75 Views
  • Uploaded on

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….

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

PowerPoint Slideshow about ' Assessment Introduction ' - lenore


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
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?
slide6
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.
ad