How to fit an elephant into a cool box: Programme Assessment re-visited
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How to fit an elephant into a cool box: Programme Assessment re-visited
Dr Tansy Jessop, TESTA Project LeaderSports Away Day
23 June 2014
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IDEA 1: If you let modules determine your thinking about assessment, then student learning suffers.
TESTA’S three big ideas
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Thinking about modules
modulus (Latin): small measure
“interchangeable units”
“standardised units”
“sections for easy constructions”
“a self-contained unit”
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How well does IKEA 101 packaging work for Sports Studies 101?
Furniture Bite-sized Self-contained Interchangeable Quick and instantaneous Standardised Comes with written
instructions Consumption
Student Learning Long and complicated Interconnected Distinctive Slow, needs deliberation Varied, differentiated Tacit, unfathomable,
abstract Production
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IDEA 2: If you treat assessment and feedback only as a big industrial processing machine, than you are likely to get stuck in the wrong paradigm.
TESTA’s big idea No 2
Credits Word counts
Moderation
Benchmarks
Criteria
Grades
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There are two dominant paradigms…
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Transmission Model
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Social Constructivist model
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IDEA 3: It’s not all about the content. It’s not all about information. It’s not all about stuff students need to cover.
TESTA’s big idea No 3
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Is learning about knowing content?
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Curriculum is about....
Knowing is about content
Acting is about becoming a historian or soldier or a sports psychologist
Being is about understanding yourself, orienting yourself and relating your knowledge and action to the world
See Barnett and Coate (2005)
Knowing
Being
Acting
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The best approach from the student’s perspective is to focus on concepts. I’m sorry to break it to you, but your students are not going to remember 90 per cent – possibly 99 per cent – of what you teach them unless it’s conceptual…. when broad, over-arching connections are made, education occurs. Most details are only a necessary means to that end.
http://www.timeshighereducation.co.uk/features/a-students-lecture-to-professors/2013238.fullarticle#.U3orx_f9xWc.twitter
A Student’s lecture to professors
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Cut to your views...
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Team A: The one assessment idea I’d like to see working across our whole department is….
Team B: The one feedback idea I’d like to see working across our whole department is….
Five minute ‘espresso’ time
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In groups, spend 5 minutes placing your post-it ideas on flipcharts in clusters or themes: TEAM A - Assessment TEAM B - Feedback.
Go dotty: Go round the room for 10 minutes placing green dots on the ideas you most like,
yellow on ambivalent, and red that you hate.
Espresso ideas on flipcharts
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www.testa.ac.uk
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Barnett, R. and Coate, K (2005) Engaging the Curriculum in Higher Education. Maidenhead. SRHE.
Gibbs, G. & Simpson, C. (2004) Conditions under which assessment supports students' learning. Learning and Teaching in Higher Education. 1(1): 3-31.Gibbs, G. & Dunbar-Goddet, H. (2009). Characterising programme-level assessment environments that support learning. Assessment & Evaluation in Higher Education. 34,4: 481-489.Hattie, J. (2007) The Power of Feedback. Review of Educational Research. 77(1) 81-112.
Jessop, T. and Maleckar, B. (in press). The Influence of disciplinary assessment patterns on student learning: a comparative study. Studies in Higher Education.
Jessop, T. , El Hakim, Y. and Gibbs, G. (2014) The whole is greater than the sum of its parts: a large-scale study of students’ learning in response to different assessment patterns. Assessment and Evaluation in Higher Education. 39(1) 73-88.
Jessop, T, McNab, N & Gubby, L. (2012) Mind the gap: An analysis of how quality assurance processes influence programme assessment patterns. Active Learning in Higher Education. 13(3). 143-154.
Nicol, D. (2010) From monologue to dialogue: improving written feedback processes in mass higher education, Assessment & Evaluation in Higher Education, 35: 5, 501 – 517Sadler, D.R. (1989) Formative assessment and the design of instructional systems, Instructional Science, 18, 119-144.
References