11

Continuous Assessment for Continuous Assessment for Evaluating and Guiding Student Evaluating and Guiding Student

LearningLearning

Rita ChanRita ChanCentre for Learning, Teaching and Supervision Centre for Learning, Teaching and Supervision

Hong Kong Institute of Education Hong Kong Institute of Education 26 February 200426 February 2004

22

Assessment can serve different Assessment can serve different purposespurposes

Assign grades, certify Assign grades, certify masterymastery

Determine progressDetermine progress Identify strengths and Identify strengths and

weaknessesweaknesses Motivate students to studyMotivate students to study Create learning activityCreate learning activity Give feedback to studentsGive feedback to students Give feedback to teachersGive feedback to teachers

JudgmentJudgment

LearningLearning

Use assessment to foster learning, learn about Use assessment to foster learning, learn about learning and improve learning.learning and improve learning.

33

Assessment assesses the extent to Assessment assesses the extent to which programme objectives are which programme objectives are

achievedachieved

General and subject objectivesGeneral and subject objectives Process and product objectivesProcess and product objectives Knowledge and skills objectivesKnowledge and skills objectives

Match assessment tasks to objectives.Match assessment tasks to objectives.Make criteria explicit and clear.Make criteria explicit and clear.

44

Different methods are appropriate for Different methods are appropriate for different assessment purposes and for different assessment purposes and for

different programme objectivesdifferent programme objectives

QuizQuiz ExaminationExamination Essay Essay Multiple choiceMultiple choice ReportReport Dissertation / thesisDissertation / thesis ProjectProject CompositionComposition

Use a mix of methods.Use a mix of methods.

PerformancePerformance JournalJournal PortfolioPortfolio Self assessmentSelf assessment Peer assessmentPeer assessment Group assessmentGroup assessment Concept mapsConcept maps HeuristicsHeuristics

55

Continuous assessmentContinuous assessment

A1 A2 A3 A4 A5

Sept Jan

66

Characteristics of CASSCharacteristics of CASS

Uses a variety of tasksUses a variety of tasks Measures a range of attributesMeasures a range of attributes Takes place over a period of timeTakes place over a period of time Creates regular teacher-student interactionCreates regular teacher-student interaction Makes reference to past, present and futureMakes reference to past, present and future Synthesises information about learnersSynthesises information about learners

77

CASS commonly found in course CASS commonly found in course outlinesoutlines

One essay (2000 words) 30% DecOne essay (2000 words) 30% Dec Examination (3 hrs) 70% JanExamination (3 hrs) 70% Jan

5 lab reports 30%5 lab reports 30% Mid-term test 20% NovMid-term test 20% Nov Group project 50% JanGroup project 50% Jan

88

IssuesIssues

The ‘backwash’ effect of assessmentThe ‘backwash’ effect of assessment Modularisation and over-assessmentModularisation and over-assessment Larger classes and less feedbackLarger classes and less feedback Achievements, not numbersAchievements, not numbers Unused dataUnused data

99

ChallengesChallenges

Aligning objectives, learning and Aligning objectives, learning and assessmentassessment

Engaging studentsEngaging students Providing frequent and useful feedback Providing frequent and useful feedback Managing assessment workloadManaging assessment workload Using assessment results to evaluate Using assessment results to evaluate

and improve teaching and programme and improve teaching and programme effectivenesseffectiveness

1010

Ideas (1)Ideas (1) Constructive alignmentConstructive alignment

– Programme-course mapping (examples from Programme-course mapping (examples from Alverno College)Alverno College)

Engaging studentsEngaging students– Clear links between task and course objectivesClear links between task and course objectives– Clear instructions and criteriaClear instructions and criteria– Reasonable time and effortReasonable time and effort– ChoiceChoice– ChallengeChallenge

1111

GeneralGeneral

CommunicationCommunication AnalysisAnalysis Problem solvingProblem solving Valuing in decision makingValuing in decision making Social interactionSocial interaction Global perspectivesGlobal perspectives Effective citizenshipEffective citizenship Aesthetic responsivenessAesthetic responsiveness

MajorMajor

Analyzes behavior within a Analyzes behavior within a theoretical framework supported theoretical framework supported by appropriate methodology and by appropriate methodology and data interpretationdata interpretation

Explains behavior through an Explains behavior through an integration of psychology and integration of psychology and specialized areas of study in the specialized areas of study in the liberal artsliberal arts

Demonstrates an awareness of Demonstrates an awareness of the contributions and limitations the contributions and limitations of psychology in the worldof psychology in the world

Acts in ways that reflect the Acts in ways that reflect the tenets of psychology, including tenets of psychology, including tolerance of ambiguity, tolerance of ambiguity, sensitivity to ethics, appreciation sensitivity to ethics, appreciation of individual differences, respect of individual differences, respect for ongoing inquiry, and the for ongoing inquiry, and the assumptions of the complexity of assumptions of the complexity of human behaviorhuman behavior

CourseCourse

To observe and make To observe and make appropriate inferences about appropriate inferences about human behavior through human behavior through experience in observing experience in observing behavior and in studying the behavior and in studying the major concepts, methods and major concepts, methods and theories of psychologytheories of psychology

To use what psychology has To use what psychology has learned about problem solving learned about problem solving to (1) self assess your own to (1) self assess your own problem solving style and (2) problem solving style and (2) identify methods for researching identify methods for researching questions pertinent to questions pertinent to psychologypsychology

To apply the knowledge and To apply the knowledge and abilities acquired in the course abilities acquired in the course to issues confronted by to issues confronted by individuals and groups in today’s individuals and groups in today’s societysociety

PSY 101 General Psychology Alverno College, Milwaukee

1212

Assessment StimulusAssessment Stimulus

Choose a behavior (habit) you would like to increase Choose a behavior (habit) you would like to increase or a behavior you would like to decrease.or a behavior you would like to decrease.

Record and graph this behavior for approximately one Record and graph this behavior for approximately one week. Also record any antecedents and consequences week. Also record any antecedents and consequences of the target behavior.of the target behavior.

Formulate a hypothesis as to why this behavior is Formulate a hypothesis as to why this behavior is maintained at its present rate.maintained at its present rate.

Design a program either to increase a behavior Design a program either to increase a behavior (applying the principles of Reinforcement) or to (applying the principles of Reinforcement) or to decrease a behavior (applying either “controlling decrease a behavior (applying either “controlling antecedents” and/or punishment and/or reinforcement antecedents” and/or punishment and/or reinforcement of reduced behavior.of reduced behavior.

Implement your program for about two weeks. Record Implement your program for about two weeks. Record the rate of your behavior during this time.the rate of your behavior during this time.

In a report for the class (written or oral), summarize In a report for the class (written or oral), summarize the results. Interpret them by applying the principles of the results. Interpret them by applying the principles of operant conditioning. Evaluate what factors operant conditioning. Evaluate what factors contributed to the success or failure of your program.contributed to the success or failure of your program.

PSY 101 General Psychology Alverno College, Milwaukee

CriteriaCriteria

Accurately distinguishes between Accurately distinguishes between behaviour and inferences about behaviorbehaviour and inferences about behavior

Demonstrates accurate application of the Demonstrates accurate application of the principles of operant conditioning principles of operant conditioning (behavior modification) for the purpose of (behavior modification) for the purpose of increasing target behaviors or decreasing increasing target behaviors or decreasing target behaviorstarget behaviors

Presents data and results accurately and Presents data and results accurately and clearlyclearly

Formulates acceptable hypothesisFormulates acceptable hypothesis

Designs and implements a workable Designs and implements a workable programprogram

Makes accurate inferences re: Makes accurate inferences re: effectiveness of programeffectiveness of program

1313

Ideas (2)Ideas (2) Effective feedbackEffective feedback

– No marks, comments onlyNo marks, comments only– Focus on learning and improvementFocus on learning and improvement– Comments linked to criteria and student goalsComments linked to criteria and student goals– Peer commentsPeer comments– Positive, direct, timelyPositive, direct, timely

1414

1515

Ideas (3)Ideas (3) WorkloadWorkload

– Peer and self assessmentPeer and self assessment– Group workGroup work– Group feedbackGroup feedback– Use assessment and feedback formUse assessment and feedback form– Email, e-discussionEmail, e-discussion

Using assessment resultsUsing assessment results– Student self evaluationStudent self evaluation– Error analysisError analysis– Exam item analysisExam item analysis– Audit programme achievementAudit programme achievement

1616

ExamplesExamples

LOAPLOAP Peer feedbackPeer feedback Mini-vivaMini-viva Unannounced open-book testsUnannounced open-book tests

FASTFAST Peer assessmentPeer assessment

1717

Peer FeedbackPeer FeedbackAimAim To promote independent To promote independent

research and enquiryresearch and enquiry To encourage mutual support in To encourage mutual support in

learninglearning

ContextContext Educational PsychologyEducational Psychology Case Study as final assessmentCase Study as final assessment Group presentation on self-Group presentation on self-

selected topic – not markedselected topic – not marked

TechniqueTechnique At the end of a presentation, At the end of a presentation,

each student writes:each student writes:– One thing of value learntOne thing of value learnt– One thing to know more One thing to know more

aboutabout

– One commendationOne commendation– One suggestionOne suggestion

Comments are collated and Comments are collated and circulated to groupcirculated to group

Presentation is copied to allPresentation is copied to all

EvaluationEvaluation Adds interest to subjectAdds interest to subject Broadens and deepens learningBroadens and deepens learning Provides practice in research, Provides practice in research,

analysis and explaininganalysis and explaining Promotes reflectionPromotes reflection Fosters positive and Fosters positive and

constructive responding constructive responding Generates a large number of Generates a large number of

ideas for improvementideas for improvement Provides a window to students’ Provides a window to students’

learninglearning

1818

Unannounced Open-book TestsUnannounced Open-book TestsAimAim To assess student progressTo assess student progress To enhance learning through attending to To enhance learning through attending to

identified learning issuesidentified learning issues

ContextContext StatisticsStatistics

TechniqueTechnique Inform students about the possibility of Inform students about the possibility of

two unannounced tests at the beginning two unannounced tests at the beginning of termof term

Allow students to work with books and Allow students to work with books and reference materialsreference materials

Give written feedback but no marksGive written feedback but no marks Highlight common issues to the group in Highlight common issues to the group in

classclass

EvaluationEvaluation Keeps students alertKeeps students alert Has objective data on students’ Has objective data on students’

progressprogress Helps review and adjust Helps review and adjust

teachingteaching Improves final assessment Improves final assessment

resultsresults

1919

Mini-vivaMini-vivaAim:Aim: To engage students in dialogue and To engage students in dialogue and

reflection on a summative reflection on a summative assignmentassignment

ContextContext English group assignmentEnglish group assignment

TechniqueTechnique Students submit group Students submit group

assignmentassignment Lecturer makes swift provisional Lecturer makes swift provisional

assessmentassessment Groups attend a 15 minute viva, Groups attend a 15 minute viva,

where they receive feedback and where they receive feedback and answer questions about their answer questions about their assignmentassignment

After the viva, lecturer finalises After the viva, lecturer finalises the grade and returns the grade and returns assignment to students in the assignment to students in the normal waynormal way

EvaluationEvaluation Students are more responsive to Students are more responsive to

feedback without marksfeedback without marks Students get a chance to clarify Students get a chance to clarify

muddy points in their assignmentmuddy points in their assignment Assessment results may improve as Assessment results may improve as

a resulta result

2020

Peer assessmentPeer assessment

From a LOAP workshop by From a LOAP workshop by Graham Gibbs at HKIEd (11 Graham Gibbs at HKIEd (11 February 2004):February 2004):

ContextContext EngineeringEngineering Weekly lectures, problem Weekly lectures, problem

sheets and classessheets and classes Student numbers >170Student numbers >170 Students stopped doing Students stopped doing

problemsproblems Exam marks dropped from 50% Exam marks dropped from 50%

to 45%to 45%

StrategyStrategy Course requirement to complete Course requirement to complete

50 problems50 problems Peer assessed in six ‘lecture’ Peer assessed in six ‘lecture’

slotsslots Marks do not countMarks do not count Lectures, problems, classes, Lectures, problems, classes,

exams unchangedexams unchanged Exam marks increased from Exam marks increased from

45% to 85%45% to 85%

2121

Conditions under which assessment Conditions under which assessment

supports student learningsupports student learning Graham Gibbs, Institute for the Graham Gibbs, Institute for the

Advancement of University Advancement of University Learning, University of OxfordLearning, University of Oxford

Assessed tasks capture sufficient Assessed tasks capture sufficient student time and effortstudent time and effort

These tasks distribute student These tasks distribute student effort evenly across topics and effort evenly across topics and weeksweeks

These tasks engage students in These tasks engage students in productive learning activityproductive learning activity

Assessment communicates clear Assessment communicates clear and high expectations to studentsand high expectations to students

Sufficient feedback is provided, Sufficient feedback is provided, both often enough and in enough both often enough and in enough detaildetail

The feedback is provided quickly The feedback is provided quickly enough to be useful to studentsenough to be useful to students

Feedback focuses on learning Feedback focuses on learning rather than on marks or students rather than on marks or students themselvesthemselves

Feedback is linked to the purpose Feedback is linked to the purpose of the assignment and to criteriaof the assignment and to criteria

Feedback is understandable to Feedback is understandable to students, given their students, given their sophisticationsophistication

Feedback is received by students Feedback is received by students and attended toand attended to

Feedback is acted upon by Feedback is acted upon by students to improve their work or students to improve their work or their learningtheir learning

2222

ResourcesResources

Learning Oriented Assessment Project (LOAP) Learning Oriented Assessment Project (LOAP) http://http://www.ied.edu.hk/loapwww.ied.edu.hk/loap//

Learning and Teaching Support Network (LTSN) Learning and Teaching Support Network (LTSN) http://www.ltsn.ac.uk/application.asp?app=resources.asp&http://www.ltsn.ac.uk/application.asp?app=resources.asp&section=generic&process=filter_fields&type=all&id=1&histosection=generic&process=filter_fields&type=all&id=1&historyry==

Alverno College: Assessment-as-Learning Alverno College: Assessment-as-Learning http://http://depts.alverno.edu/saaldepts.alverno.edu/saal//

Formative Assessment in Science Teaching (FAST) Formative Assessment in Science Teaching (FAST) http://http://www.open.ac.uk/science/fdtl/index.htmwww.open.ac.uk/science/fdtl/index.htm

Qualifications and Curriculum Authority (QCA): Key skill Qualifications and Curriculum Authority (QCA): Key skill standards standards http://www.qca.org.uk/qualifications/types/6507.htmlhttp://www.qca.org.uk/qualifications/types/6507.html

2323

Contact informationContact information

Dr. Rita ChanDr. Rita ChanCentre for Learning, Teaching and Supervision (CeLTS)Centre for Learning, Teaching and Supervision (CeLTS)Hong Kong Institute of EducationHong Kong Institute of Education

Email: Email: rypchan@ied.edu.hkrypchan@ied.edu.hk

CeLTS website: CeLTS website: http://iediis4.ied.edu.hk/celts/index.asphttp://iediis4.ied.edu.hk/celts/index.asp