STRENGTHENING CAPACITY FOR ENVIRONMENTAL LAW IN THE … · assignment’s goals. • For example, a...
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STRENGTHENING CAPACITY FOR ENVIRONMENTAL LAW IN THE ASIA-PACIFIC : DEVELOPING ENVIRONMENTAL LAW CHAMPIONS Kuala Lumpur, May 9-13, 2016 SESSION 14: THE ROLE OF ASSESSMENT Presented by Professor Grizelda Mayo-Anda © Developing Environmental Law Champions, Train-the-Trainers (TTT) Program 2016. All rights reserved by ADB and IUCNAEL.
Transcript of STRENGTHENING CAPACITY FOR ENVIRONMENTAL LAW IN THE … · assignment’s goals. • For example, a...
STRENGTHENINGCAPACITYFORENVIRONMENTALLAWINTHEASIA-PACIFIC:DEVELOPINGENVIRONMENTALLAWCHAMPIONS
KualaLumpur,May9-13,2016
SESSION14:THEROLEOFASSESSMENTPresentedbyProfessorGrizeldaMayo-Anda
©DevelopingEnvironmentalLawChampions,Train-the-Trainers(TTT)Program2016.AllrightsreservedbyADBandIUCNAEL.
TheRoleofAssessment• Todeterminewhetherstudentsaremeetingcourseexpectationsintermsofknowledgeandapplication
• Toprovidefeedback• Toevaluateprogress• Toimprovecourseandteaching– Linkinglearningtoassessment
• Torankstudents• Tomeetaccreditationrequirements
©DevelopingEnvironmentalLawChampions,Train-the-Trainers(TTT)Program2016.AllrightsreservedbyADBandIUCNAEL.
DefinitionofAssessment• “theprocessofdefining,selecting,designing,collecting,analyzinginterpretingandusinginformationtoincreasestudents’learninganddevelopmentofskills”
• Todothis,weneedtogobeyondthetraditionalassessmentformsofexaminationsandessays– Preparationoflegalbriefs– Mootcourtsandmediations– Assessmentofparticipationinclass:– roleplays,brainstorming,studentpresentations
©DevelopingEnvironmentalLawChampions,Train-the-Trainers(TTT)Program2016.AllrightsreservedbyADBandIUCNAEL.
Linkinglearningtoassessment• Assessmentismosteffectivewhentheformofassessmentislinkedtothestyleofteachingandlearning
• Thisdependson:– Theknowledgeyouwantstudentstoabsorb:• Legalknowledge• Contextualknowledge
– Theskillsyouwantstudentstodevelop:• writingskills,oralskills,criticalthinkingskills
©DevelopingEnvironmentalLawChampions,Train-the-Trainers(TTT)Program2016.AllrightsreservedbyADBandIUCNAEL.
Assessmentcriteria• Lecturersshouldgivestudentsacopyoftheirassessmentcriteriasothatstudentsknowwhattoexpect.
©DevelopingEnvironmentalLawChampions,Train-the-Trainers(TTT)Program2016.AllrightsreservedbyADBandIUCNAEL.
ExampleofcriteriaforafailDoesnotanswerthequestion.Workmayfailforanyorallofthefollowing
reasons:•Fewornoidentifiablearguments.•Nooriginalresearch.•Contentthatisinappropriateorirrelevantbecausethestudenthasnot
attemptedtoanswerthequestion.•Plagiarism,inappropriateuseofotherstudentwork,including‘recycling’all
orasignificantpartofapaperwhichhasalreadybeengivencreditinanothercourse.
•Difficultorimpossibletounderstandthroughpoorgrammar,expressionorstructure.
•Significantornumerouserrors.
©DevelopingEnvironmentalLawChampions,Train-the-Trainers(TTT)Program2016.AllrightsreservedbyADBandIUCNAEL.
Constructivefeedback• Constructivefeedbackmeanstogive positiveresponsesto
studenteffortsratherthandestructiveornegativefeedbacktothem,inwritingororally.
• Constructivefeedbackdiffersfromcriticismbydescribingwhattookplaceandwhatdidnottakeplaceintermsofgoals.
• Throughconstructivefeedback,basicmistakesandmisinterpretationsarecorrected,inordertoencouragestudentstostudythesubjectmoreintensivelyandenthusiastically
©DevelopingEnvironmentalLawChampions,Train-the-Trainers(TTT)Program2016.AllrightsreservedbyADBandIUCNAEL.
Summativevs.formativefeedback• Summative feedbacktellsstudentshowtheyhaveperformed
uponreachinganendpoint,suchastheendofaclassorcourse,e.g.
– Exams– Classpresentations– researchessays– finalprojects
©DevelopingEnvironmentalLawChampions,Train-the-Trainers(TTT)Program2016.AllrightsreservedbyADBandIUCNAEL.
Summativevs.formativefeedback• Formative feedbacktellsstudentswhattheyaredoingright
andwhattheyneedtoimprovebeforetheendpointisreached.
• Formativefeedbackcanappeartobemoreinformalthansummativefeedback.However,formativefeedbackshouldbeverystructured,becauseitmustbebasedontheassignmentgoals.
©DevelopingEnvironmentalLawChampions,Train-the-Trainers(TTT)Program2016.AllrightsreservedbyADBandIUCNAEL.
Constructivefeedbackinwriting• Constructivefeedbackinwritingisstructuredwithinthe
assignment’sgoals.• Forexample,
arubriccanbeusedtoembedfeedbacktoeachstudentwithineachspecificgoal.
Module1:ClimateChangeScienceintheFaceofUncertaintyDiscussion
Category
60% 80% 100% Points
Initialpost-organization(10points)
Doesnotprovidesufficientorganizationalstructuretolayoutanargumentoridentifykeyinformationrelevanttotheassignment.
Organizationissufficienttounderstandmainthrustofauthor’sargument,butrequiressomeeffortonpartofreader.
Organizationalstructureeffectivelylaysouttheargument.Clearorganizationofthoughts.
10
Initialpost–wordcount(10points)
Doesnotmeetwordcountrequirements.
Fallsslightlyoutsidewordcountrequirements.Thefirstpostwasshyoftheminimumandwouldhavebenefittedfrommoreexplanation.
Meetswordcountrequirements.
8
Substantivediscussion-content(20points)
Failstofullyaddresspreviouspostormisinterpretstheinformationrelayedinapost.
Addressesapreviouspostbutdoesnotcontributeadditionalsubstantiveinformationordiscussion-provokingquestions.
Appropriatelyunderstands,addresses,andsynthesizesapreviouspost,andaddstothediscussioninasubstantiveway.Excellent.Youconsistentlyreadpostscarefullyandrepliedthoughtfully.Yourrepliesshowunderstandingofthematerialandyourcolleagues’useofit.Youaddedtothediscussion,bothintermsofQsposed,ideasoffered,andreferencessuppliedoranalyzed.
20
Useofresources(10points)
Doesnotsufficientlyanalyzeassignedreadingorothermaterials.
Drawsonsomeassignedoroutsidematerialsbutrelieslargelyonpersonalopinionorconjecture.
Appropriatelycites,analyzes,anddiscussesassignedreadingsorothermaterialsinawaythatfurthersgroupdiscussion.Soliduseandcitationofbothrequiredandsupplementarymaterials.
10
Style(10points)
Significantproblemswithgrammarandspelling.
Minorgrammaticalandspellingerrors.
Exceptionalclarityanduseofgrammar.Postsarewrittenclearlyandconcisely.Verygood.
10
Scientificconcepts
Weakorincorrectuseofscientificconceptstomakepolicy-
Acceptableandappropriateuseofscientificconceptstomake
Strongandappropriateuseofscientificconceptstosupport
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©DevelopingEnvironmentalLawChampions,Train-the-Trainers(TTT)Program2016.AllrightsreservedbyADBandIUCNAEL.
• Somefurtherreading
• http://www.cald.asn.au/assets/lists/Education/Some%20Innovations%20in%20Assessment%20in%20Legal%20Education%20altc_Davis_Owen_report_comb[1].pdf
• (2009)
©DevelopingEnvironmentalLawChampions,Train-the-Trainers(TTT)Program2016.AllrightsreservedbyADBandIUCNAEL.
