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Impact on learning – designing assessment

Impact on learning – designing assessment . Romy Lawson & Raymond Lister. Assurance of Learning. Assurance of Learning. It can be seen as the answers to the following questions: 1. What will our students learn in our program? What are our expectations? 2. How will they learn it?

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Impact on learning – designing assessment

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  1. Impact on learning – designing assessment Romy Lawson & Raymond Lister

  2. Assurance of Learning

  3. Assurance of Learning It can be seen as the answers to the following questions: 1. What will our students learn in our program? What are our expectations? 2. How will they learn it? 3. How will we know they have learned it or not? 4. What will we do if they have not learned it? 5.If they have not learned it, how will we try to fix this?

  4. Assurance of Learning It can be seen as the answers to the following questions: 1. What will our students learn in our program? What are our expectations? 2. How will they learn it? 3. How will we know they have learned it or not? 4. What will we do if they have not learned it? 5.If they have not learned it, how will we try to fix this?

  5. How do we assure learning?

  6. HESP – Proposed Standards The expected learning outcomes for each course of study are specified, consistent with the level and field of education of the qualification awarded and informed by national and/or international comparators Review and improvement activities include regular external referencing Teaching and learning activities are arranged to foster progressive and coherent achievement of expected learning outcomes throughout each course of study. The results of regular monitoring, comprehensive reviews/ external referencing are acted on All courses of study are subject to comprehensive reviews • Methods of assessment are consistent with the learning outcomes being assessed, are capable of confirming that all specified learning outcomes are achieved and grades awarded reflect the level of student attainment.

  7. Design Curriculum Facilitate Learning Assess Learning Engage Students Review Practice How do we assure learning?

  8. Whole of Course Approach

  9. Whole of Course Approach Critical Thinking Ethical Awareness

  10. Whole of Course Process – How? • Writing Course Learning Outcomes • Understanding Criteria and Standards needed to achieve the CLOs (whole of course rubrics) • Designing Authentic Scaffolded Assessment of CLOS • Teaching CLOs with Effective Feedback/Feedforward Mechanisms • Leading the Process – Facilitating Change

  11. Designing learning

  12. Streamlined Approach

  13. Streamlined Approach

  14. Streamlined Approach

  15. Streamlined Approach

  16. Step 1 –Rubric Development

  17. Whole of Course Rubric

  18. CLO 18 – Synthesize complex conflict and related theories and standards for professional practice in CMR.9 - Evaluate complex conflict and related theories and standards for professional practice in CMR.

  19. Step 2 – Design Authentic Assessment • Select a CLO • How would students demonstrate the competence in industry/profession/real life? • Where would it take place? • How would you judge if it was good? • Translate this into an authentic assessment tasks

  20. Step 3 – Scaffold Assessment throughout Curriculum • Now look at this collection of assessment tasks and ask • How can you build throughout the course (increase complexity)? This is scaffolded assessment

  21. Step 4 – Map to embed into the curriculum Memo to manager HR 101 Mgt 201 Letter to client

  22. Whole of Course Marking

  23. Assessment – How do we make judgements? • Sadler (2012) discusses commonly used options in assuring achievement including: • overall results, • external examiner systems, • threshold standards and • standardisedtesting, but stresses problems with each of these methods unless a • moderation and calibration process is included.

  24. Calibration Freeman, Hancock et al

  25. Assessment – How do we make judgements? • Yorke (2008) has also raised concern about adopting overall percentages as the indicator of quality. • What does a percentage or grade point average or degree classification actually tell us; • which capabilities were actually assessed • at what level; • how grading was decided.

  26. Whole of Course ePortfolios • Yorke (2008) proposed that evidence can (some might say 'should') be created by students. • Creating ePortfolios is said to enable students to enhance their learning by giving them a better understanding of their skills and attributes, as well as where and how they need to improve to meet academic and career goals (Yancey, 1999).

  27. PebblePad

  28. PebblePad

  29. Assessment . . . “Students can escape bad teaching: they can’t avoid bad assessment” “Assessment methods and requirements probably have a greater influence on how and what students learn than any other single factor”

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