Downloaded 119 times
![Ā© University of South Wales
Why is Assessment Important?
ā[A]ssessmentā¦has a
powerful influence on
learning andā¦changes to
assessment may have a
greater influence on
studentsā learning than other
changes to the curriculum.
Assessment innovations are
therefore needed to improve
the quality of learning
outcomes...ā (Boud, 2006)
āstudents can, with difficulty,
escape from the effects of poor
teaching, they cannot (by
definition, if they want to
graduate) escape the effects of
poor assessment.ā (Boud, 1995,
p.35)ā](https://image.slidesharecdn.com/achievingconstructivealignmenttreforest-160414071009/75/Learning-Outcomes-and-Assessment-Achieving-Constructive-Alignment-Treforest-April-2016-6-2048.jpg)
![Ā© University of South Wales
What our students say:
āOnly those [tutors] who gave more novel ways
[of assessment] ā¦would explain to us that [the
assessment] is to build up our skills etc but I
think coursework and exams are there as its
traditional, and there are no explanations
behind the questions ā¦itās just like, this is the
coursework, do it ā¦ no explanation at all.ā
Glamorgan Year 3 LLB student](https://image.slidesharecdn.com/achievingconstructivealignmenttreforest-160414071009/75/Learning-Outcomes-and-Assessment-Achieving-Constructive-Alignment-Treforest-April-2016-7-2048.jpg)
Uploaded byRichard Oelmann
Learning Outcomes and Assessment - Achieving Constructive Alignment Treforest April 2016
The document discusses constructive alignment in education, emphasizing the importance of aligning learning outcomes, teaching methods, and assessment to promote deep student learning. It outlines key principles for effective assessment design and highlights the significance of student engagement and feedback in the learning process. The document also addresses the need for varied assessment methods and clear criteria to enhance learning outcomes and address academic integrity.
Educationā¦
In this document
Powered by AI
Introduction to the seminar on constructive alignment in learning outcomes and assessment.
Introduction of Richard Oelmann, Senior Learning Technologist and prior teaching experience.
Overview of the interconnection between assessment criteria and learning outcomes.
Summary of different seminars focusing on assessment for learning at USW.
Discussion of constructive alignment as a means for optimizing student learning in curriculum design.
Assessment significantly influences student learning outcomes, requiring innovative approaches.
Feedback from a student emphasizing the necessity of clear assessment explanations and methods.
Students learn actively which necessitates alignment between objectives, teaching methods, and assessment.
The student's role in learning is more critical than the teacher's, emphasizing engagement.
Structure of constructive alignment including learning outcomes, teaching activities, and assessments.
Additional insights into the process of constructive alignment.
Importance of clear objectives and assessment in defining learning.
Discussion on aligning curriculum goals with teaching methods and assessment.
Activity to rank objectives based on skill levels, discussing higher-order thinking.
Categorization of curriculum objectives expressed as verbs for assessment prioritization.
Introduction to Bloom's Taxonomy as a framework for educational objectives.
Design of curriculum objectives using action verbs to guide student performance.
Differentiation between declarative and functional knowledge and their implications.
Outline of various teaching and learning activities as forms of active learning.
Significance of assessment in the educational system and its various facets.
Clarification of assessment in higher education context.
Overview of assessment policy aimed at enhancing student learning experiences.
Initial five principles focusing on effective learning and clear assessment standards.
Remaining principles emphasizing feedback, load balancing, and reliability in assessments.
Explanation of assessment criteria critical for student learning outcomes.
A recap of the importance and structure of constructive alignment.
Guidance on designing learning outcomes and assessments focused on student learning.
Common mistakes in assessments that hinder effective learning and clarity.
Difference between assessment and marking emphasizing understanding vs coverage.
More Related Content
Similar to Learning Outcomes and Assessment - Achieving Constructive Alignment Treforest April 2016
Learning Outcomes and Assessment - Achieving Constructive Alignment Treforest April 2016
- 1. Ā© University ofSouth Wales Learning Outcomes and Assessment - Achieving Constructive Alignment CELT Seminar (Treforest 14/4/16) While you are waitingā¦ Cryptic towns: 1. A Dirty Place To Swim 2. Ship's Company 3. Old Car 4. If North Is Starboard
- 2. Ā© University ofSouth Wales Richard Oelmann Centre for Excellence in Learning and Teaching Senior Learning Technologist Previously ā taught on Primary Initial Teacher Training Previously ā Deputy Head Teacher
- 3. Ā© University ofSouth Wales Assessment and Learning Outcomes
- 4. Ā© University ofSouth Wales CELT Assessment Seminars ā¢ Assessment for Learning at USW ā¢ Learning Outcomes and Assessment (Achieving Constructive Alignment) ā¢ Developing Innovative Assessment ā¢ Delivering Effective Feedback http://slideshare.net/RichardOelmann
- 5. Ā© University ofSouth Wales Seminar Summary Constructive alignment (Biggs, 1996, Biggs & Tang, 2011) is an outcomes-based methodology for designing, promoting and assessing deep student learning. It is predicated on the belief that the student constructs his or her own learning through engaging in relevant learning activities (hence constructive). Alignment refers to what the teacher does, which is to create appropriate learning environments. This specifically involves selecting the most appropriate teaching and learning activities and assessment tasks for each of the learning outcomes. In its most rudimentary form, this selection is governed by the main verb in the outcome statement. In a more sophisticated form, verbs in learning or curriculum objective statements are typically used as a basis for alignment and refer to the specific steps (or component activities) that collectively lead the students towards the outcomes (Biggs & Tang, 2011; Jackson et al., 2003). This session will look at how we can develop modules using the principles of constructive alignment in order to promote good teaching and thus deep student learning.
- 6. Ā© University ofSouth Wales Why is Assessment Important? ā[A]ssessmentā¦has a powerful influence on learning andā¦changes to assessment may have a greater influence on studentsā learning than other changes to the curriculum. Assessment innovations are therefore needed to improve the quality of learning outcomes...ā (Boud, 2006) āstudents can, with difficulty, escape from the effects of poor teaching, they cannot (by definition, if they want to graduate) escape the effects of poor assessment.ā (Boud, 1995, p.35)ā
- 7. Ā© University ofSouth Wales What our students say: āOnly those [tutors] who gave more novel ways [of assessment] ā¦would explain to us that [the assessment] is to build up our skills etc but I think coursework and exams are there as its traditional, and there are no explanations behind the questions ā¦itās just like, this is the coursework, do it ā¦ no explanation at all.ā Glamorgan Year 3 LLB student
- 8. Ā© University ofSouth Wales Aligning Objectives, Teaching Methods and Assessment Learning takes place through the active behaviour of the student: it is what he does that he learns, not what the teacher does. Tyler, RW (1949) Basic principles of curriculum and instruction University of Chicago Press Constructive Alignment of learning outcomes and assessment is predicated on the belief that the student constructs his or her own learning through engaging in relevant learning activities (hence constructive)
- 9. Ā© University ofSouth Wales Aligning Objectives, Teaching Methods and Assessment If students are to learn desired outcomes in a reasonably effective manner, then the teacher's fundamental task is to get students to engage in learning activities that are likely to result in their achieving those outcomes... It is helpful to remember that what the student does is actually more important in determining what is learned than what the teacher does. Shuel, TJ (1986) Cognitive conceptions of learning Review of Educational research, 56, 411-436
- 10. Ā© University ofSouth Wales Constructive Alignment LOLearning and teaching activities Designed to meet LO LO Intended Learning Outcomes LO Assessment Methods Designed to Assess LO Biggs(1999) Teaching for Quality Learning at University, (SRHE and Open University Press, Buckingham
- 11. Ā© University ofSouth Wales Constructive Alignment
- 12. Ā© University ofSouth Wales Key Decisions First we get the objectives straight, what the students have to do. Then we decide how to get them to do it. Assessment serves a double purpose: it checks the quality of learning, and for students, it defines what is to be learned. Biggs, JB (1999) What the student does:Teaching for quality learning at university Open University Press
- 13. Ā© University ofSouth Wales Aligning curriculum objectives, teaching/learning activities and assessment tasks Activity
- 14. Ā© University ofSouth Wales Curriculum Objectives Order the objectives below ā which would be assessed as higher skills? Rank them as A,B,C or D ā¢ Compare ā¢ Solve ā¢ Understand main ideas ā¢ Relate to principles ā¢ Name ā¢ Hypothesise ā¢ Analyse ā¢ Explain ā¢ Classify ā¢ Elaborate ā¢ Describe ā¢ Apply to 'far' domains ā¢ Reflect ā¢ Cover topics a-n ā¢ Memorise ā¢ Generate ā¢ Learn procedures ā¢ Apply to 'near' domains
- 15. Ā© University ofSouth Wales Aligning curriculum objectives, teaching/learning activities and assessment tasks Curriculum Objectives expressed as verbs A Reflect, Hypothesise, Generate, Apply to 'far' domains, Relate to principles B Apply to 'near' domains Analyse, Compare, Explain, Solve, Understand main ideas C Elaborate, Classify, Cover topics a-n, Describe D Learn procedures, Name, Memorise Teaching/Learning Activities Designed to elicit desired verbs - Teacher controlled - Peer controlled - Student controlled Assessment Tasks Evaluate how well the target verbs are drawn out and used in context The highest level of verb to be clearly manifested becomes the final grade
- 16. Ā© University ofSouth Wales Blooms Taxonomy BLOOM B S (ed.) (1956) Taxonomy of Educational Objectives, the classification of educational goals ā Handbook I: Cognitive Domain New York: McKay
- 17. Ā© University ofSouth Wales Designing Curriculum Objectives In designing curriculum objectives, it helps to use verbs to specify the activities we want the students to perform. These activities become the objectives. In aligning instruction ā the verbs are: ļ¬ Identified in the objectives ļ¬ Drawn out in the chosen teaching/learning activities ļ¬ Embedded in the assessment tasks
- 18. Ā© University ofSouth Wales The Nature of Understanding Declarative knowledge ā knowledge you can talk about Functioning knowledge ā knowledge you can put to work In designing curriculum objectives, there is always a tension between coverage and depth of understanding.
- 19. Ā© University ofSouth Wales Teaching/Learning activities ā Forms of Learning
- 20. Ā© University ofSouth Wales Assessing Student Learning Assessment is the most important single component in the system: ļ¬ Why we assess ļ¬ What we assess ļ¬ How we assess ļ¬ Who is involved
- 21. Ā© University ofSouth Wales What is Assessment? In higher education, āassessmentā describes any processes that appraise an individualās knowledge, understanding, abilities or skills
- 22. Ā© University ofSouth Wales USW Assessment Policy ā¢ To introduce a standard and consistent idea across the University and a focal point to implement change ā¢ Aim: ā Assessment FOR Learningā ā to develop a learning environment which promotes the student learning experience, facilitates the acquisition of competence in a range of relevant skills and leads to increased learner autonomy.ā http://celt.southwales.ac.uk/documents/download/297/
- 23. Ā© University ofSouth Wales Key principles from the policy ā¢ Principle 1: Assessment design should drive and promote effective learning ā¢ Principle 2: Assessment is fit for purpose and methods are valid in measuring achievement against learning outcomes ā¢ Principle 3: Requirements of assessment are clear and timely ā¢ Principle 4: Assessment standards are best understood through active dialogue between staff and students ā¢ Principle 5: Students should engage with assessment standards seamlessly as part of their course in order to internalise those standards and calibrate their own learning
- 24. Ā© University ofSouth Wales Key principles from the policy ā¢ Principle 6: Ongoing formative feedback based on dialogue and integrated into learning and teaching develops high level learning and improves assessment prospects. Summative feedback should be timely, be aligned to the learning outcomes, and should feed forward ā¢ Principle 7: Assessment loads must be balanced and achievable within appropriate timeframes, with a presumption towards fewer more challenging assessments ā¢ Principle 8: Students learn in different ways, and should be challenged to do unfamiliar things, so there should be variety in assessment across a course
- 25. Ā© University ofSouth Wales Key principles from the policy ā¢ Principle 9: Assessment judgements (i.e. marks/ grading/ classification) should be reliable and trusted, which involves developing shared understandings/professional judgements in course teams on assessment standards ā¢ Principle 10: That assessment is secure ā¢ Principle 11: That assessment is designed to minimise opportunities for academic malpractice including plagiarism ā¢ Principle 12: That some assessment in each level is based on real life āliveā briefs and simulation, that take learners out of the classroom, builds confidence, motivation and skills for employability
- 26. Ā© University ofSouth Wales Assessment Criteria An assessment criterion can be defined as what a student must do to demonstrate that the learning outcome has been achieved
- 27. Ā© University ofSouth Wales Constructive Alignment Revisited LO Learning and teaching activities Designed to meet LO LO Intended Learning Outcomes LO Assessment Methods Designed to Assess LO Biggs(1999) Teaching for Quality Learning at University, (SRHE and Open University Press, Buckingham
- 28. Ā© University ofSouth Wales So how do we do it? ā¢ Redesign the learning outcome in the light of what you believe students will need to do in the assessment (iteratively) ā¢ Try your assessment outline out on a non-specialist before sharing it with your students ā¢ Focus of assessment must always be about the learning process of the student and not simply on content of knowledge
- 29. Ā© University ofSouth Wales Need to avoid ā¢ Hidden assessment criteria ā¢ Assuming the students can read your mind ā¢ Assessment where there are no apparent links to learning outcomes ā¢ Grading based on something that is not explicit in the criteria
- 30. Ā© University ofSouth Wales Marking v Assessing A criterion-referenced qualitative approach demands holistic assessment, using the same framework used for formulating objectives. Do your assessments assess coverage or understanding?