Principles of good assessment: theory and practice

1. Principles of good assessment: theory and practice David Nicol, Project Director, Re-Engineering Assessment Practices, University of Strathclyde, Scotland www.reap.ac.uk International Online Conference, Assessment Design for Learner Responsbility 29-31st May 2007

2. Plan • The purposes of assessment • Who is involved in assessment and how • Why are assessment principles important? • What makes a good principle? • Ten assessment and feedback principles • Dimensions and dynamics of implementation • Application of principles to first year courses • Issues and reflections on principles Assessment Design for Learner Responsibility

3. The purpose of assessment • Assessment for and of learning (Black and Wiliam, 1998) • Student-centred assessment • My definition: assessment should support the development of learner self-regulation (or autonomy in learning). • Students should learn to monitor, manage, self-assess their own learning. • In practice, professionals formulate their own criteria and assess their performance against them Assessment Design for Learner Responsibility

4. Some research findings • Students are always engaged in self-assessment/self-regulation of their own learning (Winne, 2005; Black & Wiliam, 2005). Logically entailed by constructivist thinking. • The act of using teacher feedback implies that self-assessment must be present (Sadler, 1983, Nicol and Macfarlane-Dick, 2006) • The question is: how can we scaffold students’ learning so they become better at self-regulation? (Lajoie, 2005) Assessment Design for Learner Responsibility

5. Why are principles important? • Guide and inform teaching practice. Original seven linked to research + included tips and strategies for implementation (see Nicol and Macfarlane-Dick, 2006) • Inform institutional assessment strategies for assessment (e.g. Universities of Melbourne and Strathclyde) • Used to inform application of technology to support assessment (e.g. Nicol and Milligan, 2006: Nicol, 2007, JISC Guide, 2007) Assessment Design for Learner Responsibility

6. What makes a good principle? • Capture a core idea from published research • Broad relevance – many ways of implementing • Minimal overlap with each other • Effectiveness higher the when more principles are operationalised in same learning design • Support design and evaluation of or implemention Assessment Design for Learner Responsibility

7. Ten assessment and feedback principles • Help clarify what good performance is (goals, criteria, standards) • Encourage time and effort on challenging learning tasks • Deliver high quality teacher feedback information that helps learners self-correct • Encourage positive motivational beliefs and self-esteem • Encourage interaction and dialogue around learning (peer and teacher-student) • Facilitate the development of self-assessment and reflection in learning • Give learners choice in the topic, methods, criteria or timing of assessment tasks • Involve learners in decision-making about assessment policy and practice • Support the development of learning communities • Provide information to teachers that can be used to help shape the teaching. Assessment Design for Learner Responsibility

8. Figure 1: Assessment and feedback practices: dimensions of implementation EMPOWERMENT/ SELF-REGULATION (Adapt institution to student) ACADEMIC EXPERIENCE SOCIAL EXPERIENCE ENGAGEMENT (Fit student to Institution) Assessment Design for Learner Responsibility

9. Engagement-empowerment dimension • P1: Help clarify what good performance is: • Provides examples of completed assignments (essays from previous cohorts) • Organises session where student examines examples of assignments and identify which is better and why • Students organise their own session online Assessment Design for Learner Responsibility

10. Figure 1: Formative assessment and feedback practices: dimensions of implementation EMPOWERMENT/ SELF-REGULATION (Adapt institution to student) ACADEMIC EXPERIENCE SOCIAL EXPERIENCE ENGAGEMENT (Fit student to Institution) Assessment Design for Learner Responsibility

11. First Year: The academic experience What is important? • Coping with transition • Understanding what is required • Engagement with academic programmes • Support and feedback • Experiences of success • Agents in own learning • Belief in self (ability) and motivation • Social dynamics of learning (belonging) Based on research by Yorke (UK) and Tinto (US) Assessment Design for Learner Responsibility

12. Figure 2: A framework and ten principles for assessment and feedback in the first year EMPOWERMENT/ SELF-REGULATION (Adapt institution to student) • Involve learners in decision-making about assessment policy and strategy • Give choice in assessment -content and processes • Facilitate reflection and self-assessment in learning • Encourage positive motivational beliefs & self-esteem • Deliver quality feedback that helps learners self-correct • Encourage time & effort on challenging learning tasks • Help clarify what good performance is • Support the development of learning communities ACADEMIC EXPERIENCE SOCIAL EXPERIENCE • Adapt teaching to student needs • Encourage interaction and dialogue around learning (peer and teacher-student) ENGAGEMENT (Fit student to Institution) Assessment Design for Learner Responsibility

13. Figure 2: A framework and ten principles for assessment and feedback in the first year EMPOWERMENT/ SELF-REGULATION (Adapt institution to student) ACADEMIC EXPERIENCE SOCIAL EXPERIENCE • Encourage positive motivational beliefs & self-esteem • Deliver quality feedback that helps learners self-correct • Encourage time & effort on challenging learning tasks • Help clarify what good performance is • Adapt teaching to student needs ENGAGEMENT (Fit student to Institution) Assessment Design for Learner Responsibility

14. Figure 2: A framework and ten principles for assessment and feedback in the first year EMPOWERMENT/ SELF-REGULATION (Adapt institution to student) ACADEMIC EXPERIENCE SOCIAL EXPERIENCE • Encourage positive motivational beliefs & self-esteem • Deliver quality feedback that helps learners self-correct • Encourage time & effort on challenging learning tasks • Help clarify what good performance is • Adapt teaching to student needs • Encourage interaction and dialogue around learning (peer and teacher-student) ENGAGEMENT (Fit student to Institution) Assessment Design for Learner Responsibility

15. Figure 2: A framework and ten principles for assessment and feedback in the first year EMPOWERMENT/ SELF-REGULATION (Adapt institution to student) • Involve learners in decision-making about assessment policy and strategy • Give choice in assessment -content and processes • Facilitate reflection and self-assessment in learning • Encourage positive motivational beliefs & self-esteem • Deliver quality feedback that helps learners self-correct • Encourage time & effort on challenging learning tasks • Help clarify what good performance is ACADEMIC EXPERIENCE SOCIAL EXPERIENCE • Adapt teaching to student needs • Encourage interaction and dialogue around learning (peer and teacher-student) ENGAGEMENT (Fit student to Institution) Assessment Design for Learner Responsibility

16. Figure 2: A framework and ten principles for assessment and feedback in the first year EMPOWERMENT/ SELF-REGULATION (Adapt institution to student) • Involve learners in decision-making about assessment policy and strategy • Give choice in assessment -content and processes • Facilitate reflection and self-assessment in learning • Encourage positive motivational beliefs & self-esteem • Deliver quality feedback that helps learners self-correct • Encourage time & effort on challenging learning tasks • Help clarify what good performance is • Support the development of learning communities ACADEMIC EXPERIENCE SOCIAL EXPERIENCE • Adapt teaching to student needs • Encourage interaction and dialogue around learning (peer and teacher-student) ENGAGEMENT (Fit student to Institution) Assessment Design for Learner Responsibility

17. Discussion (1) • The groupings in the lower left quadrant are subject to qualifications discussed regarding implementation – but they do highlight the importance of structuring learning in the first year – students may not have this skill on entry • The academic and social dimensions are always inter-related but structure even more necessary to gain some mutual benefit in learning • It is not about implementing single principles but their combination in the same learning design that gives power. Assessment Design for Learner Responsibility

18. Discussion (2) • Conflict across the principles in implementation eg creating structure (principle 2) and giving choice and flexibility in study (principle 7 • And in giving freedom and encouraging group working Assessment Design for Learner Responsibility

19. Conclusion • Are the principles described here useful in thinking about assessment and feedback practices? • What are the gaps or omissions? • How could they be improved? Assessment Design for Learner Responsibility

20. Relevant papers • Nicol, D (2007), Principles of good assessment practice: A conceptual analysis, Paper to be presented at the REAP International Online Conference on Assessment, May 29-31st. • Nicol, D (2007), Formative assessment and feedback for first year success: Enhancing academic and social integration, Report prepared for QAA Scotland under its First Year Enhancement Theme. • Nicol, D (in press), Laying the foundation for lifelong learning: cases studies of technology supported assessment processes in large first year classes, British Journal of Educational Technology (to be published July 2007). • Nicol, D (2007) E-assessment by design: using multiple-choice tests to good effect, Journal of Further and Higher Education. • Nicol, D. & Milligan, C. (2006), Rethinking technology-supported assessment in relation to the seven principles of good feedback practice. In C. Bryan and K. Clegg, Innovations in Assessment, Routledge. • Nicol, D (2006), Increasing success in first year courses: assessment redesign, self-regulation and learning technologies, Paper prepared for ASCILITE conference, Sydney, Australia, Dec 3-6. • Nicol, D, J. & Macfarlane-Dick (2006), Formative assessment and self-regulated learning: A model and seven principles of good feedback practice, Studies in Higher Education, 31(2), 199-218. Assessment Design for Learner Responsibility