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Assessment and Feedback
- 2. Learning outcomes - To establish principles of effective assessment and feedback - Identify benefits of constructive alignment for own teaching practice - to reflect on current practice - to develop an action plan to refine approaches used to maximise engagement and learning
- 3. Bloom's Taxonomy (1956) Anderson & Krathwohl's Taxonomy (2001) Evaluation Create action driven
- 4. Constructive alignment requires 4 steps: 1 - Defining the intended learning outcomes (ILOs); 2 - Choosing teaching/learning activities likely to lead to the ILOs 3 - Assessing students' actual learning outcomes to see how well they match what was intended 4 - Arriving at a final grade.
- 5. ILOs Context Assessment T&L & Activities Feedback
- 6. Your experiences with assessment http://www.flickr.com/photos/s-t-r-a-n-g-e/280 6781350
- 7. How can assessment support learning?
- 8. 1.Assessment must always require engagement of students in productive learning activities 2.Active and appropriate feedback must be consciously designed 3.Teachers and students must be partners in learning 4.Students must always be inducted well into learning processes 5.Assessment for learning needs to be at the centre in course design http://www.flickr.com/photos/nathangibbs/2112601435/ Boud, D. (2011) http://www.slideshare.net/ntltconference/ntlt-conference-2011-david-boud-keynote
- 9. ILOs --> Assessment S pecific M easurable A ttainable R elevant T argeted
- 11. connecting skills & knowledge real world context http://uminntilt.wordpress.com/2012/07/31/authentic- assessments-sparks-for-learning-summer-tapa-3/
- 12. Traditional Authentic Selecting a response Performing a task Contrived Real-life Recall/recognition Construction/application Teacher-structured Student-structured Indirect Evidence Direct evidence http://jfmueller.faculty.noctrl.edu/toolbox/whatisit.htm
- 13. Marking Assessment criteria establishes clear and unambiguous standards of achievement for each learning outcome Grade descriptors provides a general description of the standard required for achievement of each pre- established grade, marking band or degree classification Marking schemes = rubrics assessment criteria linked grade descriptors http://tinyurl.com/9r6szbz
- 14. What else is important in Learning & Assessment?
- 15. 15
- 16. The influence of feedback on Learning
- 17. Feedback …as a form of http://www.flickr.com/photos/37514440@N02/4938211101 thinking with…
- 18. 3 generations of feedback (Marks 0; 1; 2) Boud, D. & Molloy, E. eds., 2012. Feedback in Higher and Professional Education: Understanding it and doing it well, Routledge.
- 19. Mark 0 - Conventional http://www.flickr.com/photos/73645804@N00/864731205
- 20. Mark 1 – Behavioural (closed) http://www.flickr.com/photos/tranchis/3708549622/
- 22. Feeding forward
- 23. Feedback …as a form of growing learning… http://www.flickr.com/photos/37514440@N02/4938211101
Notas do Editor
- we have to state our objectives in terms that require students to demonstrate their understanding, not just simply tell us about it in invigilated exams. The first step in designing the curriculum objectives, then, is to make clear what levels of understanding we want from our students in what topics, and what performances of understanding would give us this knowledge. It is helpful to think in terms of appropriate verbs. Generic high level verbs include: Reflect, hypothesise, solve unseen complex problems, generate new alternativesLow level verbs include: Describe, identify, memorise, and so on. Each discipline and topic will of course have its own appropriate verbs that reflect different levels of understanding, the topic content being the objects the verbs take.
- Reactive feedback