Assessment in HE webinar 2
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This document discusses assessment in higher education. It begins with an introduction to the webinar topics, which include constructive alignment and a review of the previous discussion. The webinar then introduces the topic of methods and delivery of teaching and learning. Key aspects of assessment covered include the underlying pedagogy, aims and intended learning outcomes, assessment methods, and the relationship between these elements in a learning, teaching and assessment matrix. The webinar activity asks participants to suggest tasks that could assess certain learning outcomes. Discussion comments provide a summary of views on assigning practical and engaging assessments that develop students. The document considers factors to consider when choosing an assessment method and provides data on common assignment types at MMU. It poses questions about assessment
Assessment in HE webinar 2
- 1. Assessment in HE Webinar 2 1. Introduction to webinar 2. Constructive alignment 3. Review of discussion of topic 1 4. Introduction to topic 2 5. Questions
- 2. Reminder: Format Six weeks duration Each week: • One question • One task Discussions are supported by suggested readings – please share others you know about or find
- 3. Mode and Method of Assessment2 Methods and Delivery of Teaching and Learning 3 Aims and Intended Learning Outcomes 1 Exam, Essay, Report, Portfolio, Poster, Reflection, Presentation, MCQs, etc F2F Online Blended Underlying Pedagogy e.g. PBL, Collaborative learning, Reflective practice, etc Lecture, Seminar, Practical, Fieldwork, Lab work EQAL Diagnostic Formative Summative MMU Assessment Framework Blooms Taxonomy Assessment Criteria Marking Process Feedback Strategy (ECF) MMU Graduate Outcomes Requirements of Prof Bodies Employers requirements Subject Benchmarks Programme Learning Outcomes EQAL Requirements MMU Threshold Standards Constructive Alignment at MMU MMU Standard Descriptors
- 4. Intended Learning Outcomes Learning Activities Assessment Paper Based Online F2F Online Formative Summative Formative Summative Explain the concept … Lecture 1,2 Tutorial – Intro to Assign 1 Lecture 1,2 Overview Hotlist Assign 1 Practical write-up Exam Self test/ Quiz Assess the validity of… Lecture 4, 8 Tutorial – Intro to Assign 2 Lecture 8 Overview Hotlist Assign 2 Group Poster Exam Self Test /Quiz 23/05/2014 4 Learning, Teaching and Assessment Matrix
- 6. Webinar Activity 1 – What task(s) might you use to assess these learning outcomes? On completion of this course, students will be able to: • Search the library database, relevant online databases and the internet for reference materials that can be used in their assignments. • Cite references from books, journals, newspapers, the internet and personal email communications correctly in assignments using the Harvard referencing system. • Evaluate the quality of and integrity of references and resources found on the internet for use in their assignments. Type your ideas into the chat box – 2 minutes. We’ll vote on the best idea
- 7. How, when and by whom could effective feedback be provided to students on this task?
- 8. Topic 1 Discussion comments Comment summary (over-simplified) - what people said: Google+: practical relevance, self-reflection, element of negotiation, stretching. Twitter: practical, inspiring, developing self-esteem, good information inspire them raise students’ self-esteem We can mark it in given timeframe I enjoyed extended projects where there was design, hands on experimentation, reading of relevant research literature, and writing up my findings. Assignments that I particularly enjoyed as a student (and can still remember) where the ones that involved practical elements, i.e. gathering data myself or in a group, rather than just essays and exams based on readings and lectures My favourite assignments to mark are where the students all do the same task but have a wide scope for creative interpretation or individual choice
- 9. In assessment Utopia there is no such thing as assessment design: participatory approaches to learning will mean that every student is able to provide evidence of their learning in individually negotiated, creative ways Topic 1 Discussion comments
- 10. Question: What factors do you need to consider when choosing an assessment method? Topic 2
- 12. 0% 5% 10% 15% 20% 25% Frequencyofassignmenttype MMU Most common assignment types 2013/14 level 4 - total number 1077, 65 types level 5 - total number 1333, 71 types level 6 - total number 1606, 74 types
- 13. Blog Poster Workbook Autobiography Computer Based Logbook Override Portfolio report Programming Assignment Programming Exercises Website Bibliography Documentation Learning Agreement Oral-practical Placement assessment Analysis Class Activity
- 14. Topic 2 Task: How do you choose an assessment method? Will the dog eat all of our homework in the future? What assessment methods are best for our courses? Choose a method of assessment that you haven’t used before, and evaluate its suitability for use in a course you are familiar with. Photo credit: dog eating paper by Meryl on Flickr; CC licensed
- 15. Working Groups Friday, May 23, 2014 Technology-enhanced assessment Others?
Editor's Notes
- #3: The questions will be discussed within the google community area, with one area for each topic If you post your task responses to the community area by Thursday each week, then Rod, Anne or Rachel will comment on them by Monday of the following week.
- #7: Answers for both tasks into the chat box Produce a poll of methods in task 1 and get participants to vote on best one – not on their own Task to on the method voted for
- #8: Will annotate ideas onto this slide
- #9: Quick round up of things said in the Twitter/Google+ conversations about what makes a good assignment task
- #13: The most common assignment tasks are these. Probably not too surprising, as these are all tried and tested methods of demonstrating achievement.
- #14: But we also have a fantastically wide range of others, as you’d expect with the wide diversity of professional skills we’re aiming to test across the institution. Tasks need to be chosen to demonstrate achievement of the learning outcomes, and also need to be practical to do and to mark, and to engage students, and to discourage plagiarism or other forms of cheating. Quite a challenge, but we do try to encourage people to be creative and to specify tasks which they will look forward to marking.
- #16: If you have particular interests such as feedback, electronic submissions, assessing groups, assessing key skills or whatever, let us know via the registration form and we can try to set up some working groups in Google plus. https://docs.google.com/spreadsheet/ccc?key=0At8RlxafIB1VdDQ2Wi10d3hqU3A2Mk5PVlNIeE1mbmc#gid=0
- #17: Now over to you….