Transcript Opening Page - University of the Punjab

Assessment
Innovations and Challenges
Zarrin Siddiqui
Session outcome
• To discuss the newer trends in assessment and
how they contribute to students’ learning
Outcomes
Teaching
Assessment
Research on assessment
• Students learn best when assessment is
– Evenly timed
– Represents or stimulates real life
– The fear of failure is minimised
– Perceived by students as relevant and appropriate
to their needs as learners
Ramsden 1992, Entwistle et al 1987
An Effective Assessment
•
•
•
•
•
R
S
V
P
E
Policy statement
Assessment should:
1. Assist in the evaluation of learning environment and the
maintenance of standards.
2. Measure student achievement of learning outcomes
3. Provide ample opportunities for feedback and reflection to
both faculty and students
4. Offer multiple opportunities to promote and reinforce learning
5. Use reliable and valid tools for measuring and recording
students’ progress
6. Use minimum number of assessment tasks required to
demonstrate attainment of learning outcomes.
7. Ensure equitable assessment practices for all students
Types of Assessment
• Summative assessment
– Continuous assessment
– End of term assessment
• Formative assessment
Summative examinations
• Blueprint the exam
– Learning outcomes and where/how assessed
– Levels of cognition/ learning domains
–
–
–
–
What do these signs mean?
If you see this sign at 1:00 pm what should you do?
Can you stop at this sign?
You are a policeman and attend the scene of an accident. What facts
should you gather?
– As a policeman you have gathered facts from the scene of an
accident and you must now prepare a report that will be used in
court.
– You are the judge in a case to determine who is responsible for the
accident
Summative Examination
• Pre & post examination review by a
multidisciplinary
working party
.
Summative Examination
• Pre & post examination review by a
multidisciplinary
working party
.
• Model answer to be made available to Working
Party with scoring key
Issues addressed in UWA assessment
policy
•
•
•
•
•
•
•
•
•
Attendance
Assessment criteria
Written types of assessment
Reusing Test items
Assignments
Feedback
Remediation
Equitable assessment
Using new Tools
Assessing Student Learning Outcomes
Problems with assessing student learning outcomes
Discuss and share with the person sitting next to you
any problems you have encountered or concerns that
you have in assessing the learning outcomes of your
students
Core competencies of a UWA graduate
1. Discipline specific knowledge and skills
2. Effective communication skills
3. Information literacy
4. Critical thinking and problem solving skills
5. Research skills
6. Understand ethical, social and profess. issues
7. Creativity and innovation
Unit
1
2
3 4
5 6 7
Assess & Evaluation
‡
‡
‡ ‡
‡ ‡ ‡
Teaching & Learn
‡
‡
‡
‡
‡ ¥
§
Research in HPE
Elective
‡
‡
‡
‡
‡ ‡
‡
‡
‡
‡ ‡
‡ ¥ §
1.
Effective communication skills
§=addressed
2.
Discipline specific knowledge and skills
‡=addressed and assessed
3.
Information literacy
4.
Critical thinking and problem solving skills
5.
Research skills
6.
Understand ethical, social and profess. issues
7.
Creativity and innovation
¥=not addressed
Assessing performances:
an example
Learners are expected to be good at both written and oral
communication.
Whereas written communication is assessed heavily by
formal examinations, oral communication is demonstrated by
a variety of compulsory and voluntary activities, for example
Assessing performances
• A form of authentic assessment
• Methods include:
– Work placements
– Simulations e.g microteaching
– Reports on problem-working inquiries
– Portfolios
– Case study work (analysing or constructing)
– Exhibitions
– Problem-based learning (potentially)
Authentic assessment

To be reliable,
 Good,
valid criteria essential
 Assessor
 More
training/monitoring vital
than one assessor needed
 Repeated,
 All
purposeful assessments
this implies an assessment plan
Assessment
by means of projects
• A form of authentic assessment
• Caters to all styles of learning if properly
constructed.
Written assignments
• Write a 2-3 page paper on a learning issue you
researched.
• Critique this recent magazine article in terms of the
problem you have just finished.
• Transform an experiment described in this article into
a laboratory exercise appropriate for undergraduates.
Written assignments
• Write a letter to the editor of your local
newspaper on this issue.
• Compose a 200 word abstract for the article
you have just read based on the Guidelines for
Authors in JBC.
• Research a topic related to the course and
write a PBL problem for this course based on
that topic.
Written and visual assignment
Create a website appropriate for high school
students on this topic.
Written, oral, and visual assignments
• Prepare a case for your position and
present it to the class as a debate.
• Prepare a 15-minute informative talk on
this topic using PowerPoint slides.
Visual Assignment
Prepare a concept map incorporating the
major issues related to this problem.
Self and Peer assessment
"the capacity to learn, the capacity to know how to learn, [and] the
capacity to know what he/she has learned“Heron in Boud, 1988.
Self and Peer assessment
“ If students mark their own work, either with respect to specified standards or
their self established criteria, they not only release staff for more educationally
worthwhile activities, but they are encouraged to reflect on their own work and
the standards which can be applied to it. ”
• prescribe the criteria (Fry, 1990)
• allow the students total freedom in their choice of criteria
(Stefani, 1994) or
• chose to collaborate with the students in the generation of
assessment criteria (Falchikov, 1986).
Group assessment
• Tutorials
• Projects
• Make sure full guidelines on doing the project are
given to students
• Consider grading progress reports
• Consider two-step grading process. Completion of all
sections is necessary but grades are then based on
quality of key sections
Portfolio Assessment
Based on Constructivist Theory
Meaning is created by the learner rather than
being imposed or transmitted by direct instruction
Students are required to provide evidence to
convince the teacher that the best kind of learning
in relation to the outcomes has been achieved
A move towards a more student-centred approach
to assessment
Teacher Education
#1: Understands
the Discipline(s) and Can Create Meaningful Learning
Experiences
#2: Understands How Children Learn and Develop, and Provides Supportive
Learning Opportunities
#3: Understands Students Learn Differently and Provides Instruction Adapted
to Diverse Learners
#4: Understands and Uses Instruction that Facilitates Students’ Critical
Thinking and Problem Solving
#5: Uses an Understanding of Individual and Group Motivation and Behavior
#6: Uses Effective Verbal, Nonverbal, and Media Communication Techniques
#7: Plans Instruction Based on Knowledge of Subject Matter, Curriculum,
Students, and the Community
#8: Understands and Uses Formal and Informal Assessment Strategies to
Maximize Student Learning
#9: Is a Reflective Practitioner Who Continually Seeks Opportunities to Grow
Professionally
#10: Collaborates w/ School Colleagues, Parents, and Community Agencies to
Maximize Student Welfare
#6: Uses Effective Verbal, Nonverbal, and Media
Communication Techniques
Planning and Preparation
Teacher selects a variety of technology materials and uses
materials appropriate to the lesson’s objectives and
students’ abilities
Instruction
Teacher’s oral and written communication are clear and
precise
Teacher uses a variety of questioning and discussion
techniques
Teacher monitors and assesses academic progress of
students and provides constructive feedback
#10: Collaborates w/ School Colleagues, Parents, and
Community Agencies to Maximize Student Welfare
Professional Responsibilities
Teacher interacts professionally, ethically, legally, and respectfully
with parents, students, colleagues, and supervisors
Teacher assumes responsibility for the care of materials and
equipment
Teacher sets an appropriate example for colleagues, students, and
community in appearance, demeanor, and work habits
Teacher makes self available for conferences and consultation
Teacher complies with attendance and punctuality policies and
procedures
Demonstrated Student Achievement
Teacher shares appropriate information with parents and/or guardians
Teacher uses a variety of strategies to improve student attendance
Portfolio Assessment
Essential characteristics:
. Collection of work produced by the student
. Assembled for a particular purpose
. Includes students’ reflection on their work in
relation to the achievement of objectives
Portfolio Assessment
Students’ responsibility is to:
. provide evidence that learning relevant to
course objectives has taken place
. choose and justify the portfolio items
. provide a holistic case of an integrated and
usable body of knowledge
Portfolio Assessment
Teachers’ responsibility is to:
. acquaint students with course objectives
. provide guidance for preparation of the portfolio
e.g. philosophy of portfolio assessment
implementation procedures
examples of some possible portfolio items
. provide on-going support and formative feedback
. make a holistic assessment of the portfolio
. provide feedback
Portfolio Assessment
Assessment includes the following aspects:
. Each item in its own right
relevance, accuracy and quality
. The student’s justification of each item
in relation to the objective(s) being addressed
. The coherence of all the items in providing a holistic
view on the subject
. An overall grade of the portfolio
Principles of Assessment
. Clear purpose
. An integral part of the curriculum design and
planning
. Relevant criteria
. Appropriate methods
. Clear communication and transparent
. Consistent procedures
. Valid and practicable tasks
. Realistic workload
. Provision of constructive feedback
. Regular review and improvement of the system
From summative to formative
• Expense and difficulty – even impossibility – of
reliable assessment of complex learning
• Formative assessment can be cheaper and more
authentic
– Identify what can be reliably and affordably
assessed and invest in assessing it well
– Use formative assessment for everything else
– Make programme-wide assessment plans
Processes Involved in Assessment
1. Setting the assessment criteria
2. Providing evidence in relation to those criteria
3. Making a judgment on the evidence provided
4. Communicating the results of the judgment
5. Making use of the results of the assessment
6. Research
Constructive Alignment
Biggs (1999)
Curriculum
in the form of clear objectives stating
level of understanding required
Teaching/
learning
activities
chosen to facilitate achievement of the
objectives
Assessment
tasks
chosen to test if students have achieved
the objectives and the level of
achievement
What
is Worth Learning?
What is the most
engaging & effective
way to teach it?
What is Worth
Assessing?
Thank you
[email protected]