Students' responses to learning oriented assessment
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Transcript of Students' responses to learning oriented assessment
![Page 1: Students' responses to learning oriented assessment](https://reader038.fdocuments.in/reader038/viewer/2022103019/55ca4944bb61eba2298b464a/html5/thumbnails/1.jpg)
David Carless,
AHE, Birmingham
June 25, 2015
The University of Hong Kong
Students’ responses to learning-oriented
assessment
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OVERVIEW
1. Learning-oriented assessment
2. Research base
3. Students’ perceptions
4. Ongoing research agenda
The University of Hong Kong
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LEARNING-ORIENTED ASSESSMENT To tackle competing
priorities
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circumnavigate formative/summative divides
and
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A FOCUS ON STUDENT LEARNING By prioritizing student learning as a key
aim of all assessment
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The University of Hong Kong
Learning-oriented assessment framework
Productive assessment task design
Student engagement
with feedback
Understanding quality in
the discipline
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RESEARCH BASE 90 individual interviews with 54
students in various disciplines
Architecture, Business, Geology, History, Law
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ASSESSMENT TASK FEATURES
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FLEXIBILITY & CHOICE Flexibility, choice and personal
investment so that students develop ownership
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MIRRORING REAL-LIFE Tasks which mirror real-life
uses of the discipline
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Museum visit in History
Designing a village house in Architecture
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MODES OF ASSESSMENT
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EXAMINATIONS
A fair test but a modest learning experience
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GROUP PROJECTS
Process versus product
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Influence of ‘intensity of grade-related desire’ (Carless, 2015)
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OTHER TASK-RELATED ISSUES
Variety in assessment
One big task or several smaller tasks
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UNDERSTANDING THE NATURE OF QUALITY
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CRITERIA & RUBRICS “Lists of criteria are all the same”
“Vague … hard to understand”
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EXEMPLARS
Exemplars are more concrete
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More teachers should share exemplars
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ENGAGEMENT WITH FEEDBACK
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FEEDBACK ISSUES
Timeliness & potential to be acted upon
Not easy to transfer to other modules
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UNUSUAL COMMENT ON FEEDBACK “My first semester grade is available but I have decided not to look at it.
The process is the most important feedback, a grade is less helpful …
I am looking for what I believe is right”
(Architecture student)
The University of Hong Kong
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CONCLUSION
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SUMMARY POINT
Student response to: TASKS; CRITERIA; FEEDBACK
central to implementing learning-oriented assessment
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ONGOING RESEARCH AGENDA1. Dialogic use of exemplars
2. Longitudinal study of how students process & use feedback
3. Assessment & feedback literacy for teachers and students
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The University of Hong Kong