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Building capacity for assessment leadership via professional development and mentoring of course coordinators Merrilyn Goos. Assessment is what matters most to students. Implementing good assessment is a challenge for university teachers.

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Core Values and Principles

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Core values and principles

Building capacity for assessment leadership via professional development and mentoring of course coordinatorsMerrilyn Goos


Core values and principles

Assessment is what matters most to students.

Implementing good assessment is a challenge for university teachers.

There are different but equally valuable ways to implement good assessment practices that align with university policies.

Local teaching cultures and disciplinary contexts matter when planning and implementing assessment.

Core Values and Principles


Core values and principles

Build the capacity of course coordinators to understand and implement good assessment practice

Develop course coordinators’ capacity to exercise assessment leadership

Aims


Core values and principles

Intended Outcomes

Profile of current assessment issues and practices

Model of professional learningand mentoring

Evidence to inform assessment policyand practice

Phase 2: Building a communityof assessment practice

Phase 1:Mapping the territory

Phase 3:

Embedding good assessment practice

Processes


Core values and principles

Policy advice/

Advocacy

  • Phase 2: Building a community of assessment practice

  • Design and deliver professional development programs and resources for seven pairs of course coordinators

  • Mentor course coordinators in discipline-specific action research projects

  • Establish a UQ Assessment Network

Teaching/

Consultancy/

Management

Building capacity for assessment leadership via professional development and mentoring of course coordinators

Research/

Scholarship

  • Phase 3: Embedding good assessment practice

  • Conduct staff capacity building workshops

  • Write and present conference papers

  • Synthesise evaluation data

  • Make recommendations for university assessment policies and staff development practices

  • Phase 1: Mapping the territory

  • Conduct literature review

  • Interview senior university managers for views on current assessment policies

  • Survey course coordinators to identify assessment needs

  • Analyse existing evaluation data to capture student perspectives on assessment


Phase 1 course coordinator survey

Administered online via electronic course profile system

Response rate 33% (308/930) from all schools and faculties

Demographic information (gender, academic level), years teaching (at UQ and elsewhere), years as course coordinator, number of courses coordinated, class size

Phase 1: Course Coordinator Survey


Course coordinator confidence

Course coordinators were least confident in:

Knowledge of policies & use of instruments to evaluate assessment practice;

Combining tasks into an assessment plan;

Wording course learning objectives;

Planning ways of giving feedback;

Managing moderation processes;

Making judgments consistent with judgments of other academics

Dealing with plagiarism;

Locating responsive people to assist with assessment issues;

Addressing needs of students from diverse backgrounds.

Course Coordinator Confidence


Course coordinator assessment influences

What factors influence course coordinators’ assessment practice?

What sources of influence do course coordinators find most helpful in carrying out their assessment roles?

Course Coordinator Assessment Influences


Sources of influence on course coordinator assessment practice

Sources of influence on course coordinator assessment practice

external (other resources and professional

development, professional associations/industry)

university (resources, policies,

professional development)

school (colleagues, examples,

policies)

students

self


Phase 2 carrick assessment community and uq assessment network uqan

Phase 2: Carrick Assessment Community and UQ Assessment Network (UQAN)

Coming up in the next session …


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