Assessment for learning:quotes and questions

Professor Ranald Macdonald• FSEDA, FHEA• National Teaching Fellow• Chair, SEDA Research Committee• Associate Director, Centre for

Promoting Learner Autonomy• Head of Strategic Development

Learning and Teaching InstituteSheffield Hallam University, UK

r.macdonald@shu.ac.uk

“There is probably more bad practice and ignorance of significant issues in the area of assessment than in any other aspect of higher education.

This would not be so bad if it were not for the fact that the effects of bad practice are far more potent than they are for any aspect of teaching.

Students can, with difficulty, escape from the effects of poor teaching, they cannot (…) escape the effects of poor assessment.”

(Boud, 1995)

When we put together in one scheme such elements as a prescribed curriculum, similar assignments for all students, lecturing as almost the only mode of instruction, standard tests by which all students are externally evaluated, and instructor-chosen grades as the measure of learning,

then we can almost guarantee that meaningful learning will be at an absolute minimum.

Carl Rogers, Freedom to Learn, 1969

What for you is the main issue with respect to

assessment?

Why?

Course characteristics Course characteristics associated with a associated with a surface approach to surface approach to learning include a learning include a threatening and threatening and anxiety provoking anxiety provoking assessment systemassessment system

(Gibbs, 1992)(Gibbs, 1992)

The quickest way to The quickest way to change student change student learning is to change learning is to change the assessment the assessment system.system.

(Elton & Laurillard, 1979)(Elton & Laurillard, 1979)

Assessment is the most Assessment is the most powerful lever teachers have powerful lever teachers have to influence the way students to influence the way students respond to courses and respond to courses and behave as learners.behave as learners.

(Gibbs, 1999)(Gibbs, 1999)

Learning takes the subordinate

position in official writings about assessment

(Boud, 2007)

Reviewing your assessment practice

What are the four main assessment methods you use and what do they assess?

1. rank each one from 1 – 5 where 1 equals “students don’t like” to and 5 equals “students like a lot“. Sum your scores.

2. also rank where 1 equals “assesses poorly” and 5 equals “assesses well”. Sum your scores

(QAA Code of Practice on the (QAA Code of Practice on the assessment of students, General assessment of students, General Principle 3, 2006)Principle 3, 2006)

Institutions encourage assessment practice that

promotes effective learning

Aligning learning, teaching and assessment (Biggs, 2003)

What

How

With whom

WhenWhateffect

How well

Learning

Why

(QAA Code of Practice on the (QAA Code of Practice on the assessment of students, assessment of students, General Principle 9, 2006)General Principle 9, 2006)

Institutions provide appropriate and Institutions provide appropriate and timely feedback to students on timely feedback to students on assessed work in a way that assessed work in a way that

promotes learning and facilitates promotes learning and facilitates improvement improvement

but does not increase the burden of but does not increase the burden of assessment.assessment.

• Summative assessment is high stakes– encouraging students to conceal ignorance and

suggest competence

• Formative assessment should emphasise providing useful feedback– low stakes– it is more helpful when learners are open about

their limitations and don’t try to conceal ignorance or bury mistakes

(P.Knight, 2001)

ActivityWhich aspects of your assessment

practice would you like to change and why? What would be

the benefits to you and your students of making the change?

What is stopping you making the

change?

How would the change improve student learning and how would you know?

Assessment practices are often the major barrier to developing

increasing student responsibility: if students look to others for

judgements of their competence, how can they develop their ability to

assess their own learning? (Boud 1988)

What aspects of self, peer and

group assessment and feedback do

you use and how?

How do you think they

contribute to improved student

learning?

From students’ point of view, assessment has a positive effect on

their learning and is fair when it:

Relates to authentic

tasks

Represents reasonable demands

Encourages students to

apply knowledge to realistic contexts

Emphasizes the need to develop a range of skills

Is perceived to have long-

term benefits

(Sambell, McDowell & Brown, 1997)

Holistic changes to assessment

Assessment for learning

Module

Course

Faculty/ department

Institution

External

(Macdonald & Joughin, 2008)

Cross-cutting themes

QA

QE

Leadership

Management

Administration

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