Assessment Nelson Conference
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Transcript of Assessment Nelson Conference
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8/3/2019 Assessment Nelson Conference
1/15
Forevery complex question
there is a simple answer -- andit's wrong.
Assessmentwhat does current literature say we shouldbe doing, what do we say we do, what do we actually do?
All assessment is a perpetual work in progress
John DelanyCentre for Educational Development
Christchurch Polytechnic Institute of Technology
National Tertiary Learning and Teaching ConferenceNMIT
October 2011
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8/3/2019 Assessment Nelson Conference
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This presentation reports on a current project to
investigate assessment.
The broad aim is to identify the current assessmentlandscape at CPIT and aspects of assessment practice
that need to change in order to improve studentsuccess.
All assessment is a work in progress (source
unknown): at this point we can share a conceptualframework for synthesising current theory and research.
John Delany CPIT
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8/3/2019 Assessment Nelson Conference
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Five sources
What does current literature say we should be doing?
John Delany CPIT
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8/3/2019 Assessment Nelson Conference
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What does current literature say we should be doing?
ASKE Assessment Standards Knowledge Exchange, OxfordBrookes University Business School
10 key premises from the literature on Assessment
Price, M., Carroll, J., ODonovan, B. and Rust, C. (2011) If I was
going there I wouldnt start from here: a critical commentary on
current assessment practice, Assessment and Evaluation inHigher Education, 36(4), pp. 479-492.
John Delany CPIT
http://www.brookes.ac.uk/aske/index.htmlhttp://www.brookes.ac.uk/aske/index.html -
8/3/2019 Assessment Nelson Conference
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What does current literature say we should be doing?
Assessment Futures, University of Technology, Sydney
Assessment 2020: Seven propositions for assessment reform inhigher education
Assessment conceptual framework four key conceptualfeatures
Boud, D. and Falchikov, N. (2007) Rethinking Assessment inHigher Education: Learning for the longer term, London:Routledge
John Delany CPIT
http://www.iml.uts.edu.au/assessment-futures/ -
8/3/2019 Assessment Nelson Conference
6/15
What does current literature say we should be doing?
Centre for the Study of Higher Education, University ofMelbourne (Australian Universities Teaching Committee)
James, R., McInnis, C. and Devlin, M. (2002) AssessingLearning in Australian Universities. The Australian UniversitiesTeaching Committee. Canberra.
Core Principles of Effective Assessment
Indicators of Effective Assessment in Higher Education
John Delany CPIT
http://www.cshe.unimelb.edu.au/assessinglearning/index.htmlhttp://www.cshe.unimelb.edu.au/assessinglearning/index.htmlhttp://www.cshe.unimelb.edu.au/assessinglearning/index.htmlhttp://www.cshe.unimelb.edu.au/assessinglearning/index.htmlhttp://www.cshe.unimelb.edu.au/assessinglearning/index.htmlhttp://www.cshe.unimelb.edu.au/assessinglearning/index.html -
8/3/2019 Assessment Nelson Conference
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What does current literature say we should be doing?
REAP Re-engineering Assessment Practices in Higher Education,University of Strathclyde, Glascow
Theory and Practice 12 Assessment and Feedback principles
Nicol & Draper (2009) A Blueprint for TransformationalOrganisational Change in Education: REAP as a Case Study
repeated acts of persuasion
John Delany CPIT
http://www.reap.ac.uk/http://www.cshe.unimelb.edu.au/assessinglearning/index.html -
8/3/2019 Assessment Nelson Conference
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What does current literature say we should be doing?
Ako Aotearoa
Tertiary Assessment & Higher Education Student
Outcomes: Policy, Practice & Research -summary document(Functions & Purposes, Policy Aspects,
Overarching Principles)
AkoAotearoas resource centre guide about:Assessment
John Delany CPIT
http://akoaotearoa.ac.nz/ako-aotearoa/ako-aotearoa/resources/pages/ako-aotearoa%E2%80%99s-resource-centre-guide-about-assessmenthttp://www.reap.ac.uk/http://www.cshe.unimelb.edu.au/assessinglearning/index.htmlhttp://akoaotearoa.ac.nz/download/ng/file/group-4/n2742-tertiary-assessment--higher-education-student-outcomes---policy-practice--research---summary.pdf -
8/3/2019 Assessment Nelson Conference
9/15
John Delany CPIT
http://akoaotearoa.ac.nz/download/ng/file/group-4/n2742-tertiary-assessment--higher-education-student-outcomes---policy-practice--research---summary.pdfhttp://www.cshe.unimelb.edu.au/assessinglearning/index.htmlhttp://www.iml.uts.edu.au/assessment-futures/http://www.brookes.ac.uk/aske/index.htmlhttp://www.reap.ac.uk/ -
8/3/2019 Assessment Nelson Conference
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John Delany CPIT
http://www.aaia.org.uk/afl/assessment-reform-group/http://www.jisc.ac.uk/digiassesshttp://www.heacademy.ac.uk/resources/detail/assessment/assessment-resourceshttp://akoaotearoa.ac.nz/download/ng/file/group-4/n2742-tertiary-assessment--higher-education-student-outcomes---policy-practice--research---summary.pdfhttp://www.cshe.unimelb.edu.au/assessinglearning/index.htmlhttp://www.iml.uts.edu.au/assessment-futures/http://www.brookes.ac.uk/aske/index.htmlhttp://www.reap.ac.uk/ -
8/3/2019 Assessment Nelson Conference
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CORE BELIEFS: WHY?What is the purpose of assessment?Why do we assess the way we do?'What underpins our approach toassessment?
Philosophy >> Institutional Policy
PRINCIPLES: WHAT?
What makes assessment effective?Propositions for effective assessmentBenchmarks / Values / Criteria
PRACTICE INDICATORS: HOW?
What should we do to make assessmentwork?How do we apply the 'Principles'?
Indicators >> of best practice
Why
What
How
How can we make sense
of all that?
Acknowledgement: JuliaAtkinsconcentric circles: From Values and Beliefs About
Learning to Principles and Practicehttp://www.learningtolearn.sa.edu.au/Colleagues/files/links/ValuesBeliefs.pdfJohn Delany CPIT
http://www.learningtolearn.sa.edu.au/Colleagues/files/links/ValuesBeliefs.pdfhttp://www.learningtolearn.sa.edu.au/Colleagues/files/links/ValuesBeliefs.pdf -
8/3/2019 Assessment Nelson Conference
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Assessment is central to the student
learning experience
Assessment is used to engage students
in learning that is productive
Assessment plays a key role in both
fostering learning and the certification of
students
Assessment is the process of seeking
and interpreting evidence for use bylearners and their teachers to decidewhere learners are in their learning,
where they need to go, and how best toget there
WHY?
John Delany CPIT
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8/3/2019 Assessment Nelson Conference
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Assessment should motivate students to
learn
Learners should receive constructive
guidance about how to improve
Learning is more effective when students
understand the assessment process
Assessment has most effect when
assessment for learning is placed at thecentre of course and programme design
Assessment should be valid and reliable
WHAT?
John Delany CPIT
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Students regularly receive specific
information, not just marks and grades,
about how to improve the quality of theirwork
Assessment is organised holistically
across subjects and programmes withcomplementary integrated tasks
Learners have opportunities to engage
actively with goals, criteria and standardsbefore, during and after an assessmenttask
Students have opportunities forreflection, self-assessment and peerassessment
HOW?
John Delany CPIT
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A good example University of Strathclyde, Glascowhttp://www.reap.ac.uk/Portals/101/staff_leaflet.pdf
John Delany CPIT
Where to from here?
Is there alignment between what current literature says we should be doing what we say we do what we actually do ?
The broad aim is to identify the current assessment landscape at
CPIT and aspects of assessment practice that need to change inorder to improve student success.
Why? . Policy How? . Make principles explicit. Use principles to analyse and
evaluate our practiceWhat?.... Apply principles to practice
http://www.reap.ac.uk/Portals/101/staff_leaflet.pdfhttp://www.reap.ac.uk/Portals/101/staff_leaflet.pdfhttp://www.reap.ac.uk/Portals/101/staff_leaflet.pdf