Transcript Document

Setting Appropriate Assessment and
Grading Criteria
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Setting of Assessment Criteria
What do we assessment our students?
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Reflecting on your current practice, discuss
and share your experience within the group
1. What steps do you take to decide on what to
assess your students?
2. How do you communicate the assessment
criteria to the students and your colleagues
(in case of team teaching)?
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Setting Assessment Criteria
. Based on explicitly set learning objectives
. Consider both content and depth
. Assessment criteria in-use in alignment with
espoused objectives
. Clear to students and teacher(s) involved
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To effectively define the learning outcomes,
objectives should include both the breadth
and depth of the expected outcomes
Content areas
What
Objectives
Level of cognitive
Processing
How well
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Setting Grading Criteria
Student’s performance should be assessed against
the objectives – criterion-referenced
The grading criteria should clearly define the
standards and quality of the students’ performance
expected of each grade
Based on the evidence presented in the students’
work, grading should be given to reflect how well
the objectives have been achieved in terms of
content covered
quality of the learning implicated in the work
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The SOLO Taxonomy
Structure of the Observed Learning Outcome
(Biggs & Collis, 1982)
Prestructural
Unistructural
Multistructural
Relational
Extended Abstract
Biggs, J. B. & Collis, K.F. (1982). Evaluating the quality of learning: the
SOLO taxonomy. New York: Academic Press
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The SOLO Taxonomy
. Prestructural
The task is engaged, but the work is irrelevant to the
objectives to be achieved
. Unistructural
Focuses on one or a few points; items unoriginal,
say essentially the same thing
. Multistructural
Covers several points; collection of a varied but
isolated items; no particular thrust
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The SOLO Taxonomy
. Relational
The points are inter-related; portfolio presents a
coherent view of the student’s learning
. Extended Abstract
The case is embedded in a higher level theory;
generalization made to a new domain; evidence of
reflection, application, creativity and originality
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Application of SOLO Taxonomy
Individual reflection
Reflect on one of the subjects you are teaching,
try to identify the criteria for the different
grades A, B, C, and E using the SOLO Taxonomy
Group sharing
Share your grading criteria with your partner
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Reflecting on your current practice, discuss
and share your experience within the group
How can you help your students understand the
assessment and grading criteria?
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Help your students know
the assessment and grading criteria
.
Remind students of the learning objectives, both content
and depth
.
Explain to students the assessment methods and the
expectations of each method
.
Let students practise developing a set of assessment
criteria for a part of the subject that they have learned
.
Illustrate with past papers
How the grading criteria have been applied
How grades have been awarded
How a better grade could have been achieved
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