Pg cert lthe assessment 2012 bb

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Assessment Phil Carey Faculty of Health and Applied Social Sciences Clare Milsom Academic Enhancement Unit

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Transcript of Pg cert lthe assessment 2012 bb

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AssessmentPhil Carey

Faculty of Health and Applied Social Sciences

Clare Milsom Academic Enhancement Unit

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What is assessment for?• Reflecting knowledge• Demonstrating skills• Personal development• Rite of passage• Differentiating between students• Maintaining standards

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Theoretical/philosophical basis of assessment?

function perspective

Reflecting knowledge Functionalism

Demonstrating skills Instrumentalism

Personal development Humanism

Rite of passage Social learning

Differentiating between students

Cultural capital

Maintaining standards Neo-liberalism

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Assessment as a system• External factors– Professional/disciplinary expectations– Culture

• Institutional factors– Resources– Regulations

• Course-based factors– Team culture– Curriculum design– Procedures

• Module factors– Module design

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What do tutors bring?• Values/beliefs about assessment• Personal experiences – as assessor and as

student• Awareness of good practice and methods• Time …to set the task…to mark…to feedback

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What do students bring?

• Cultural background and personal circumstances

• Perceptions…of task and of tutor• Prior experiences• Approach to study• Time …to understand the task…to complete

the task…to engage with feedback

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What do ‘institutions’ bring?

• Community of practice• Policy and regulation• Quality assurance and enhancement

processes• Guidance and support• Staff development • Reward and recognition• Resources – personnel, time, technology

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Types of assessmenthttp://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/understanding-assessment-second-edition.pdf

• Diagnostic• Formative• Summative

DON’T FORGET….feedback

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Why is assessment so important?

1. Assessment has a major influence on:what students learnhow we teachhow students organise their studieshow individuals are able to progress

2. Staff and students spend more time on assessment than on anything else

“Assessment IS the curriculum as far as many students are concerned – they’ll learn what they think they’ll be assessed on, not what’s in the curriculum or what’s been covered in class” Ramsden (1992)

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Teaching teaching and understanding understanding

19-minute award-winning short-film about teaching at University: ((( http://www.daimi.au.dk/~brabrand/short-film/ )))

Students take responsibility for their learning. ‘Deep’ rather than ‘surface approach’

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Course content Assessment

Teaching methods Study approach

Assessment

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Teaching and learning activities

Designed to meet learning

outcomes

Intended learning

outcomes

Assessment methods

Designed to assess

learning outcomes

How will they learn? What do we want our students to know?

How will we know the students have learnt?

Constructive alignment (Biggs 1999)Learner constructs their own learning through learning activities

‘High levels of detail of learning outcomes and assessment criteria, allow students to identify what they ought to pay attention to, but also what they can safely ignore’. (Gibbs 2010: 25)

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Structure of the Observed Learning Outcomes (Biggs and Collis 1982)

SOLO taxonomy

Deep understandingSurface understanding

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Bloom’s revised taxonomy (Anderson and Krathwohl 2001)

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Level Bloom [knowledge]

Solo[learning]

Verb

6/7 CreatingExtended abstract Design, hypothesise, construct, reflect

6/7 Evaluating

5/6 AnalysingRelational Apply, compare, analyse, debate

5/6 Applying

3/4 Understanding Multistructural Classify, illustrate, report,

3/4 Remembering Unistructural Identify, name, define, label, write

All learning outcomes include:

Verb, content, context

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What’s wrong here?

1. Identify the key constitutional structures of the European Union and critically analyse the origins and effects of these structures by using the conceptual tools of comparative politics.

2. Recall the fundamental principles of structural, mechanical and electrical engineering.

3. Write a report on the decontamination of reclaimed land.

4. Explore global provision of emergency healthcare 5. State the six categories of Bloom’s taxonomy.