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Semelhante a Using assessment in your teaching: why you should, how to do it and how to make it as painless as possible
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Using assessment in your teaching: why you should, how to do it and how to make it as painless as possible
- 1. 1 Using assessment in your teaching Why you should, how to do it, and how to make it as painless as possible. 18 November 2016 Sarah George s.george@bradford.ac.uk
- 2. Why you should consider getting involved • Rounded view of learning and teaching – And of your institution – HEA accreditation • Finding out more about your students’ research interests • Breaking through the module barrier • Engaging reluctant pupils • Ensuring it’s done properly! • Covering the institutional back • Making yourself indispensible! 18 November 2016 Sarah George s.george@bradford.ac.uk2
- 3. You already do it! • Do you – Give feedback on progress? – Check understanding? – Check references? – Give advice on source quality? • You already assess! • Few new skills needed – A few bits of admin 18 November 2016 Sarah George s.george@bradford.ac.uk3
- 4. What you need • A stressed but friendly academic • A couple of hours of time • Willingness to try something new 18 November 2016 Sarah George s.george@bradford.ac.uk4
- 5. What you assess • Referencing • Source quality • Grammar and sense! 18 November 2016 Sarah George s.george@bradford.ac.uk5
- 6. Types of assessment • Presentations • Second-marking • Online quizzes • Annotated bibliographies • Search strategies • Editing / critiquing a Wikipedia article • Exams • Mini-projects / reports / essays 18 November 2016 Sarah George s.george@bradford.ac.uk6
- 7. Presentations • Time needed: a few hours maximum • What do you assess – Clarity of slides – Presentation style – Source quality – Group work? – References? • Don’t know anything about the subject? – Can the student explain their subject to a non-expert? 18 November 2016 Sarah George s.george@bradford.ac.uk7
- 8. Second considering (-ish) written work • Written assignments via Turnitin / electronic submission • Time needed: About an hour per 10 students • What do you assess – References and citations – Source quality – Quality of paraphrasing. • Not second-considering as generally undertaken! 18 November 2016 Sarah George s.george@bradford.ac.uk8
- 9. Online quizzes • Quick to create – Once you’ve got to grips with technology • Quick to mark • But: – Hard to avoid shallow assessment, – Success by guesswork • Use question pools to make less randome • Can use as introduction to other assessments – Adaptive release 18 November 2016 Sarah George s.george@bradford.ac.uk9
- 10. Annotated Bibliographies / search strategies • Can be part of bigger assignment (portfolio?) • Direct link with teaching • Tailor to what’s available • Mark on – Source quality – Referencing – Answering the question – Following instructions 18 November 2016 Sarah George s.george@bradford.ac.uk10
- 11. Others to consider • Critiquing and improving a Wikipedia article • Assessing their own Turnitin draft 18 November 2016 Sarah George s.george@bradford.ac.uk11
- 12. Traditional assessments • May not be able to get away from these – What’s in the module descriptor • Essays – lots of work to mark! • Exams – Very stressful to invigilate! – Complicated to do re-takes, reasonable adjustment – Can be very easy to mark – What is an exam assessing? 18 November 2016 Sarah George s.george@bradford.ac.uk12
- 13. An assessment of your own? • Freedom to choose topic and type • Tailor to resource availability BUT • Marking! • Admin! • Re-takes! 18 November 2016 Sarah George s.george@bradford.ac.uk13
- 14. 18 November 2016 Sarah George s.george@bradford.ac.uk14
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