Developing coherence in assessment
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Developing coherence in assessment. Relationship to the new C-QEM report*. Coherence in the course and assessment. *Course quality enhancement and monitoring report. Link to video on you tube. How do we take a course level view of assessment?. Assessment Patterns that Fail.

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Developing coherence in assessment

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Developing coherence in assessment

Developing coherence in assessment


Relationship to the new c qem report

Relationship to the new C-QEM report*

Coherence in the course and assessment

*Course quality enhancement and monitoring report


Developing coherence in assessment

Link to video on you tube


Developing coherence in assessment

How do we take a course level view of assessment?


Assessment patterns that fail

Assessment Patterns that Fail

  • Too much summative assessment

  • Trivial assignments make low intellectual standards

  • Feedback that does not feed forward

  • Too much variety in forms of assessment

  • Over-reliance on documentation to clarify goals and standards

Source: TESTA (www.testa.ac.uk)


Developing coherence in assessment

Adopting a coherent approach.......how?


A coherent approach

A coherent approach

  • Take an outcomes based approach to assessment and consider course level outcomes to use to map knowledge, skills and attributes across the course.

  • Schedule assessments at a Course Level.


A coherent approach1

A coherent approach

  • Dealing with the assessment diversity – ‘routes’ through the course.

  • Increasing the use and effectiveness of feedback.

    5. Consider integrated assignments


Developing coherence in assessment

1. Consider course level outcomes


Developing coherence in assessment

The student journey........


The student journey

The student journey

To Graduate

professional

From student

Skills

Skills

Skills

Language and discourse

Knowledge

Capabilities


2 schedule assessments

2. Schedule Assessments

  • Consider the student experience at a course level

  • Conduct an audit of the number of summative , formative and the variety of assessments.

  • Avoid bunching

  • Look at the balance and workload at a course level


3 creating routes through

3. Creating “routes” through

  • Too much variety in forms of assessment causes:

    • Confusion about demands

    • Lack of progression in standard over time

    • Feedback not feeding forward

    • The whole being less than the sum of the part.

  • Make the link between similar assessments within and across semesters and years

  • Feedforward assessments


Developing coherence in assessment

4. Increasing the use and effectiveness of feedback

For feedback to be effective, students need to read it, understand it and use it to improve what they do next


Developing coherence in assessment

Active

engagement with feedback

Completion and

submission of work

Engaging students at each stage of the assessment process

Explicit Criteria

Active

engagement

with criteria

Students

Students need Motive, Opportunity and Means with feedback


Getting the balance right

Getting the balance right...


Feed forward assessments

Feed forward Assessments

  • Improves the balance between assessment for and assessment of learning

  • Convert feedback into feed-forward – feedback from one task feeds another.

    Strategies:

    Link between assessments

    greater use of formative feedback rather than summative

    Active use of feedback (123 guides)


Making feedback work ideas from aske

Making feedback work (ideas from ASKe )


Developing coherence in assessment

5. Consider Integrated assessment


Example of a six week integrated activity led learning activity

Example of a six week integrated activity led -learning activity

  • Level 1 activity: 6 activities and associated resources formed the first 6 week experience for Mechanical and Automotive Engineering students

  • Example of activity of week 1 project to design and build a lightweight cart and bridge to transport a 2 kg mass.


Key features of the activity and assessment

Key features of the activity and assessment:

  • New task every Monday

  • Students timetabled for 18 hours of core task (30 hours including other activities)

  • Lead academic gives key note lectures and leads assessment

  • Supporting facilitator provides supervision and support

  • Students work in small groups of 2 or 3

  • Students keep individual logbook

  • Assessment by poster presentation / brief report / video

  • Assessment, feedback and result all in final Friday session


Skills and attributes developed

Skills and attributes developed

Wilson-Medhurst, S. and Green, P. (2012) Researching the effectiveness of Activity Led learning as a pedagogy for engagement with professional development in engineering. Case study.Available [online]: http://www.hestem.ac.uk/sites/default/files/case_study_-_researching_the_effectiveness_of_activity_led_learning_0.pdf


Developing coherence in assessment

Integrated assessment in a Business Course at Coventry

Integrative assessment

Project on the car

Industry:

Individual written project

+ group video


Criteria for assessment patterns that work

Criteria for assessment patterns that work...

  • Enough student effort distributed reasonably evenly across all important topics

  • The effort they put in at a high intellectual

  • Students clear and about ‘goals and standards’ and orient their effort appropriately

  • Feedback is effective: students read it, understand it and use it to improve what they do next.

  • Progression over time so that students become more sophisticated in the way that they tackle similar tasks

Source: http://www.testa.ac.uk/resources/best-practice-guides


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