Enhancing the assessment of student learning Richard James .
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Transcript of Enhancing the assessment of student learning Richard James .
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Enhancing the assessment of student learning
Richard James
http://www.cshe.unimelb.edu.au
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Richard James
Craig McInnis
&
Marcia Devlin
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Downloadable pdf file of the handbook
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1. Capturing the potential of on-line
assessment.
2. Designing efficient & effective assessment
for large classes.
3. Responding to plagiarism and developing
policies to foster academic honesty.
4. Using assessment to guide effective group work.
5. Recognising the needs of international students less familiar
with Australian assessment practices.
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The issues behind the AUTC project
• The desire to teach generic or transferable skills.• Concern about plagiarism.• The pressure on traditional assessment methods
caused by larger class sizes.• Changing student expectations and involvement. • Growing recognition of the central role assessment
might play in efforts to enhance teaching and learning, especially in more flexible, independent learning environments.
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The AUTC brief posed this question:
How can assessment be designedso as to improve student learning?
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Observations from the project fieldwork• Scope for greater alignment of institutional assessment policies
and assessment practices.
• A continuing emphasis on final examination – a culture of
‘testing’ that remains strong.
• Low stakes, early assessment for the purposes of feedback
increasingly difficult to provide within tight resource constraints.
• A rise in the assessment of group work, but students are often
very uncomfortable with it.
• The potential of on-line assessment is yet to be well explored.
• Much attention to plagiarism detection measures.
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Student attitudes towards assessment
Undergraduate students look for …
1. Unambiguous expectations
2. Authentic tasks — assessment activities that present serious
challenges, that mirror perceived workplace skills.
3. Choice and flexibility — a preference for ‘negotiated’ assessment,
perhaps an inevitable extension of the trend towards offering students
more flexible ways of studying and more choice in study options.
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The inhibitors of change
• The general conservatism in universities about assessment and
grading practices (students are conservative about assessment
too).
• Staff risk-aversion (concern about the possible effect on student
evaluation of innovation in assessment).
• The constraints imposed by academic workloads and larger
class sizes.
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Enhancing the assessment of student learning
Some considerations
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Assessment usually serves multiple educational purposes
1. To measure student learning
Responsibility to community to classify, sort, rank, accredit.
Assessment is summative or judgmental (and for high-stakes
purposes).
2. To provide students with feedback on their learning
Assessment is diagnostic (and, arguably, low-stakes).
3. To encourage student diligence
Assessment is purposefully demanding, perhaps deliberately
comprehensive in coverage.
4. To guide effective student learning
Assessment is designed to define and reward the learning that is
most valued.
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TYPE OF
LEARNING
STATUS EASE OF
ASSESSMENT
METHODS
Higher order skills,
generic or
transferable skills.
Very highly valued
both within and
outside
universities.
Subjective, difficult
to measure.
Reliability likely to
be lower.
Requires open-
ended tasks,
multiple tasks,
multiple assessors
and multiple
contexts.
Discipline specific
skills and
understandings.
Valued. Less subjective,
less difficult to
measure.
Reliability likely to
be higher.
Tasks tend to be
pre-packaged,
codified and
simplified.
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A possible framework for planning assessment
(based on the work of Peter Knight, Open University, UK)
‘Skills’ that can be directly assessed, for high stakes purposes
Try objective pre-packaged tests, e.g. (well-designed) multiple-choice
tests
‘Attributes’ only indirectly assessable, but for high stakes purposes too
Try multiple assessment/assessors over time, provide copious
student feedback
‘Skills’ directly assessed, for low-stakes purposes
Try using computer feedback, peer review
‘Attributes’ indirectly assessable, for low-stakes purposes
Try portfolios, self-review
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Some contemporary assessment issues
Assessing generic skills within disciplinary contexts.
Establishing capstone assessment exercises in final year.
Minimising plagiarism.
Improving the objectivity of grading.
Encouraging more active student involvement through self-review
activities.
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How academic staff tend to view teaching and learning
What course content should be taught? What should
students learn?
What teaching and learning methods are appropriate?
How can student learning be
assessed?
Re-positioning
student assessment as a strategic tool
for enhancing teaching and
learning
How students often view teaching and learning
In what ways am I going to be assessed?
What do I need to know?
What then are the learning
objectives?
What approaches to study
should I adopt?
Assessment can be the final consideration for staff in the
teaching and learning process.
Assessment is usually at the forefront of students’
perception of the teaching and learning process.
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