Marking a mark: assessment for learning
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The document discusses various aspects of assessment in an educational context, including its purposes, methods, and qualities such as validity and reliability. It emphasizes the importance of supporting learning through both formative and summative assessments and outlines strategies for providing effective feedback. Additionally, it highlights the roles of different assessors and the need for clear learning outcomes and criteria.
![Contacts Chris Powis , Deputy Director (Academic Services) University of Northampton [email_address] Jo Webb , Head of Academic Services, De Montfort University [email_address]](https://image.slidesharecdn.com/powiswebblilacworkshop-100330030947-phpapp02/85/Marking-a-mark-assessment-for-learning-12-320.jpg)
Marking a mark: assessment for learning
- 1. Marking a mark Assessment for learning LILAC 29 th March 2010 Chris Powis and Jo Webb
- 2. What are your experiences of assessment?
- 3. What is assessment? Summative or Formative Norm-referenced or Criterion-referenced Authentic Integrated Convergent (solutions converge on one answer) or Divergent (no single right answer)
- 4. Why assess? To support learning assessment for learning, assessment as learning Encourage the development of skills and abilities To give feedback To give a mark Motivational Political All of above
- 5. Who assesses? Tutor Peer Self Peer or self moderated by tutor
- 6. When and where does assessment take place?
- 7. Qualities of assessment Validity – testing achievement of specified learning outcomes Reliability – would different assessors reach the same decision? Efficient – best use of time (learner and teacher) Fair – most learners should pass Value –learners take a pride in it.
- 9. Practical Prepare an assessment strategy e.g. for For an information literacy module with 1 st year undergraduates With Pharmacy students undertaking a professional qualification (within an assessed module) In a workshop with Art & Design students With taught postgraduates on a research methods course in the Humanities With Year 11 students A family history course
- 10. Feedback on assessment Publish learning outcomes and assessment criteria and give feedback in terms of them Be specific Include ways to improve Encourage peer support Encourage critical reflection
- 11. How to provide feedback Oral Written Peer Group
- 12. Contacts Chris Powis , Deputy Director (Academic Services) University of Northampton [email_address] Jo Webb , Head of Academic Services, De Montfort University [email_address]