Developing coherence in assessment. Relationship to the new C- QEM report* Coherence in the course...
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Transcript of Developing coherence in assessment. Relationship to the new C- QEM report* Coherence in the course...
Developing coherence in assessment
Relationship to the new C-QEM report*
Coherence in the course and assessment
*Course quality enhancement and monitoring report
Link to video on you tube
How do we take a course level view of assessment?
Assessment Patterns that Fail• Too much summative assessment• Trivial assignments make low
intellectual standards• Feedback that does not feed forward• Too much variety in forms of
assessment• Over-reliance on documentation to
clarify goals and standards
Source: TESTA (www.testa.ac.uk)
Adopting a coherent approach.......how?
A coherent approach1. Take an outcomes based approach to
assessment and consider course level outcomes to use to map knowledge, skills and attributes across the course.
2. Schedule assessments at a Course Level.
A coherent approach
3. Dealing with the assessment diversity – ‘routes’ through the course.
4. Increasing the use and effectiveness of feedback.
5. Consider integrated assignments
1. Consider course level outcomes
The student journey........
Language and discourse
The student journey
To Graduateprofessional
From student
Skills Skills Skills
Capabilities
Knowledge
2. Schedule Assessments
• Consider the student experience at a course level
• Conduct an audit of the number of summative , formative and the variety of assessments.
• Avoid bunching• Look at the balance and workload at a
course level
3. Creating “routes” through
• Too much variety in forms of assessment causes:– Confusion about demands– Lack of progression in standard over time– Feedback not feeding forward– The whole being less than the sum of the part.
• Make the link between similar assessments within and across semesters and years
• Feedforward assessments13
For feedback to be effective, students need to read it, understand it and use it to improve what they do next
4. Increasing the use and effectiveness of feedback
Active engagement with feedback
Explicit Criteria
Completion and submission of work
Students Active engagement with criteria
Engaging students at each stage of the assessment process
Students need Motive, Opportunity and Means with feedback
Getting the balance right...
Quick and dirty
Detailed and lengthy
Detailed comments
individual
summative
Brief succinct comments
Generic /group
Formative feedback
Feed forward Assessments
• Improves the balance between assessment for and assessment of learning
• Convert feedback into feed-forward – feedback from one task feeds another.
Strategies:
Link between assessments
greater use of formative feedback rather than summative
Active use of feedback (123 guides)
Making feedback work (ideas from ASKe )
5. Consider Integrated assessment
Example of a six week integrated activity led -learning activity
• Level 1 activity: 6 activities and associated resources formed the first 6 week experience for Mechanical and Automotive Engineering students
• Example of activity of week 1 project to design and build a lightweight cart and bridge to transport a 2 kg mass.
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Key features of the activity and assessment:
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• New task every Monday • Students timetabled for 18 hours of core task (30 hours
including other activities) • Lead academic gives key note lectures and leads
assessment• Supporting facilitator provides supervision and support• Students work in small groups of 2 or 3 • Students keep individual logbook • Assessment by poster presentation / brief report / video • Assessment, feedback and result all in final Friday
session
Skills and attributes developed
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Wilson-Medhurst, S. and Green, P. (2012) Researching the effectiveness of Activity Led learning as a pedagogy for engagement with professional development in engineering. Case study. Available [online]: http://www.hestem.ac.uk/sites/default/files/case_study_-_researching_the_effectiveness_of_activity_led_learning_0.pdf
Module 1: Ecommerce
• Phase test to test core knowledge
Module 2: Business
Methods & Decision-making
• Phase test to test core knowledge
Module 3: Supply Chain
• Phase test to test core knowledge
Integrative assessmentProject on the car Industry:
Individual written project + group video
Integrated assessment in a Business Course at Coventry
Criteria for assessment patterns that work...
• Enough student effort distributed reasonably evenly across all important topics
• The effort they put in at a high intellectual• Students clear and about ‘goals and standards’ and
orient their effort appropriately• Feedback is effective: students read it, understand it
and use it to improve what they do next.• Progression over time so that students become more
sophisticated in the way that they tackle similar tasks
Source: http://www.testa.ac.uk/resources/best-practice-guides