developing coherence in assessment n.
Skip this Video
Download Presentation
Developing coherence in assessment

Loading in 2 Seconds...

play fullscreen
1 / 26

Developing coherence in assessment - PowerPoint PPT Presentation

  • Uploaded on

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.

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

PowerPoint Slideshow about 'Developing coherence in assessment' - trilby

Download Now 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
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

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 (

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

the student journey
The student journey

To Graduate


From student




Language and discourse



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

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



engagement with feedback

Completion and

submission of work

Engaging students at each stage of the assessment process

Explicit Criteria



with criteria


Students need Motive, Opportunity and Means with feedback

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.


Link between assessments

greater use of formative feedback rather than summative

Active use of feedback (123 guides)

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]:


Integrated assessment in a Business Course at Coventry

Integrative assessment

Project on the car


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