Post on 28-Nov-2014
description
AssessmentPhil Carey
Faculty of Health and Applied Social Sciences
Clare Milsom Academic Enhancement Unit
What is assessment for?• Reflecting knowledge• Demonstrating skills• Personal development• Rite of passage• Differentiating between students• Maintaining standards
Theoretical/philosophical basis of assessment?
function perspective
Reflecting knowledge Functionalism
Demonstrating skills Instrumentalism
Personal development Humanism
Rite of passage Social learning
Differentiating between students
Cultural capital
Maintaining standards Neo-liberalism
Assessment as a system• External factors– Professional/disciplinary expectations– Culture
• Institutional factors– Resources– Regulations
• Course-based factors– Team culture– Curriculum design– Procedures
• Module factors– Module design
What do tutors bring?• Values/beliefs about assessment• Personal experiences – as assessor and as
student• Awareness of good practice and methods• Time …to set the task…to mark…to feedback
What do students bring?
• Cultural background and personal circumstances
• Perceptions…of task and of tutor• Prior experiences• Approach to study• Time …to understand the task…to complete
the task…to engage with feedback
What do ‘institutions’ bring?
• Community of practice• Policy and regulation• Quality assurance and enhancement
processes• Guidance and support• Staff development • Reward and recognition• Resources – personnel, time, technology
Types of assessmenthttp://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/understanding-assessment-second-edition.pdf
• Diagnostic• Formative• Summative
DON’T FORGET….feedback
Why is assessment so important?
1. Assessment has a major influence on:what students learnhow we teachhow students organise their studieshow individuals are able to progress
2. Staff and students spend more time on assessment than on anything else
“Assessment IS the curriculum as far as many students are concerned – they’ll learn what they think they’ll be assessed on, not what’s in the curriculum or what’s been covered in class” Ramsden (1992)
Teaching teaching and understanding understanding
19-minute award-winning short-film about teaching at University: ((( http://www.daimi.au.dk/~brabrand/short-film/ )))
Students take responsibility for their learning. ‘Deep’ rather than ‘surface approach’
Course content Assessment
Teaching methods Study approach
Assessment
Teaching and learning activities
Designed to meet learning
outcomes
Intended learning
outcomes
Assessment methods
Designed to assess
learning outcomes
How will they learn? What do we want our students to know?
How will we know the students have learnt?
Constructive alignment (Biggs 1999)Learner constructs their own learning through learning activities
‘High levels of detail of learning outcomes and assessment criteria, allow students to identify what they ought to pay attention to, but also what they can safely ignore’. (Gibbs 2010: 25)
Structure of the Observed Learning Outcomes (Biggs and Collis 1982)
SOLO taxonomy
Deep understandingSurface understanding
Bloom’s revised taxonomy (Anderson and Krathwohl 2001)
Level Bloom [knowledge]
Solo[learning]
Verb
6/7 CreatingExtended abstract Design, hypothesise, construct, reflect
6/7 Evaluating
5/6 AnalysingRelational Apply, compare, analyse, debate
5/6 Applying
3/4 Understanding Multistructural Classify, illustrate, report,
3/4 Remembering Unistructural Identify, name, define, label, write
All learning outcomes include:
Verb, content, context
What’s wrong here?
1. Identify the key constitutional structures of the European Union and critically analyse the origins and effects of these structures by using the conceptual tools of comparative politics.
2. Recall the fundamental principles of structural, mechanical and electrical engineering.
3. Write a report on the decontamination of reclaimed land.
4. Explore global provision of emergency healthcare 5. State the six categories of Bloom’s taxonomy.