Assessment for Learning in Practice: case studies from Northumbria's CETL

CENTRE FOR EXCELLENCE IN TEACHING & LEARNINGASSESSMENT FOR LEARNING

Assessment for Learning in Practice: case studies from Northumbria's CETL

Gill Davison, Kerry Harman, Jessie Hou and Jenna Tudor,CETL research centre



Emphasises

authentic & complex assessment tasks

Develops students’ abilities to

evaluate own progress, direct

own learning

Is rich in formal

feedback (e.g. tutor

comment, self-review logs)

Uses high stakes

summative assessment

rigorously but sparingly

Is rich in informal

feedback (eg peer review of draft writing, collaborative project work)

Offers extensive ‘low

stakes’ confidence

building opportunities and practice

The Assessment for Learning

(AfL) Conditions

“How might I use these in my own teaching?”


How AfL Practices Facilitate Chinese Students’ Transition to the Higher Education in the UK

• Participants: 2+2 undergraduate Chinese engineering students• Module: Electronic Product Development• Teaching Strategy: Supporting lectures + weekly workshop + group work + project work • Learning Strategy: Directed learning + independent learning• Assessment Strategy: 3 reports + 1 presentation• AfL Practices: Formative feedback + ‘Low stakes’ + Peer support + Self-directed learning


Using AfL to assist students in their individual final year projects

Group sessions for final year Mechanical Engineering undergraduates in their ‘Investigative Project’ module.

• Encourage peer feedback on project ideas• Allow students to share skills and best practice• Help maintain motivation throughout year-long project• Prepare students for viva examination• Encourage students to reflect on own progress


Students said the project mentoring sessions ... “proved useful to help keep disciplined in achieving

targets and goals. It also gives an insight into what other students are working on and any tools that can be adopted.” “have been very useful to me. If I have a problem I can share it “have been useful to see how otherwith 4 or 5 people to get better students have been progressing advice.” with their projects. Provided

motivation throughout project.”

“The addition of the group sessions Staff said: means that supervision time can be

used properly; focusing on discipline and project specific issues.”


What do we mean by authentic assessment?

• Authenticity is a contested subject – dependent on context, cultural norms and value. Can be viewed as subjective and a relative term (Gulikers, 2006)

• Authenticity became popular in learning theories such as situated learning, experimental learning and cognitive apprenticeship (Brown, Collins & Duguid, 1989). Focuses on learning in meaningful contexts

• Common denominator is learning undertaken to acquire and apply knowledge, skills and feelings in an immediate and relevant setting


Geophotography & Authentic Learning• Module designed to allow students to develop a high

degree of learner autonomy.

• Assessment tasks included the development of a photographical journal based around students lives in Newcastle upon Tyne. Tasks meaningful and relevant to learners lives.

• Students were required to develop a critical review of their learning journey and relate this to relevant geographical theory.


AfL in MA Design programme• Context – using AfL to enhance essay writing skills• Weekly writing that could be recycled in essay• Writing posted on blackboard, peer review• Weekly discussion groups• draft essays, peer assessment• formal feedback from lecturer


Emphasises authentic & complex assessmen

t tasks


evaluate own progress, direct own learning

Is rich in formal feedback (e.g.

tutor comment, self-

review logs)

Uses high stakes summative assessment


Is rich in informal





The AfL conditions

“Working within the spirit of AfL”


Emphasises

authentic & complex assessment tasks



Is rich in formal feedback (e.g. tutor comment,

self-review logs)



Is rich in informal





Introducing informal peer support into individual investigative projects

Introducing informal peer support into individual investigative projects



t tasks



Is rich in formal feedback (e.g. tutor comment, self-review logs)



Is rich in informal





Introducing international students to AfL

Introducing international students to AfL



t tasks






Is rich in informal








Encouraging authenticity in Geophotography

Encouraging authenticity in Geophotography


Emphasises

authentic & complex assessmen

t tasks






Is rich in informal





AfL in MA DesignAfL in MA Design



t tasks



Is rich in formal feedback (e.g.

tutor comment, self-

review logs)



Is rich in informal





Introducing AfL approaches to support learners.


Thank you

Questions?

Assessment for Learning in Practice: case studies from Northumbria's CETL

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