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Continuous Assessment for Continuous Assessment for Evaluating and Guiding Student Evaluating and Guiding Student
LearningLearning
Rita ChanRita ChanCentre for Learning, Teaching and Supervision Centre for Learning, Teaching and Supervision
Hong Kong Institute of Education Hong Kong Institute of Education 26 February 200426 February 2004
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Assessment can serve different Assessment can serve different purposespurposes
Assign grades, certify Assign grades, certify masterymastery
Determine progressDetermine progress Identify strengths and Identify strengths and
weaknessesweaknesses Motivate students to studyMotivate students to study Create learning activityCreate learning activity Give feedback to studentsGive feedback to students Give feedback to teachersGive feedback to teachers
JudgmentJudgment
LearningLearning
Use assessment to foster learning, learn about Use assessment to foster learning, learn about learning and improve learning.learning and improve learning.
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Assessment assesses the extent to Assessment assesses the extent to which programme objectives are which programme objectives are
achievedachieved
General and subject objectivesGeneral and subject objectives Process and product objectivesProcess and product objectives Knowledge and skills objectivesKnowledge and skills objectives
Match assessment tasks to objectives.Match assessment tasks to objectives.Make criteria explicit and clear.Make criteria explicit and clear.
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Different methods are appropriate for Different methods are appropriate for different assessment purposes and for different assessment purposes and for
different programme objectivesdifferent programme objectives
QuizQuiz ExaminationExamination Essay Essay Multiple choiceMultiple choice ReportReport Dissertation / thesisDissertation / thesis ProjectProject CompositionComposition
Use a mix of methods.Use a mix of methods.
PerformancePerformance JournalJournal PortfolioPortfolio Self assessmentSelf assessment Peer assessmentPeer assessment Group assessmentGroup assessment Concept mapsConcept maps HeuristicsHeuristics
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Continuous assessmentContinuous assessment
A1 A2 A3 A4 A5
Sept Jan
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Characteristics of CASSCharacteristics of CASS
Uses a variety of tasksUses a variety of tasks Measures a range of attributesMeasures a range of attributes Takes place over a period of timeTakes place over a period of time Creates regular teacher-student interactionCreates regular teacher-student interaction Makes reference to past, present and futureMakes reference to past, present and future Synthesises information about learnersSynthesises information about learners
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CASS commonly found in course CASS commonly found in course outlinesoutlines
One essay (2000 words) 30% DecOne essay (2000 words) 30% Dec Examination (3 hrs) 70% JanExamination (3 hrs) 70% Jan
5 lab reports 30%5 lab reports 30% Mid-term test 20% NovMid-term test 20% Nov Group project 50% JanGroup project 50% Jan
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IssuesIssues
The ‘backwash’ effect of assessmentThe ‘backwash’ effect of assessment Modularisation and over-assessmentModularisation and over-assessment Larger classes and less feedbackLarger classes and less feedback Achievements, not numbersAchievements, not numbers Unused dataUnused data
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ChallengesChallenges
Aligning objectives, learning and Aligning objectives, learning and assessmentassessment
Engaging studentsEngaging students Providing frequent and useful feedback Providing frequent and useful feedback Managing assessment workloadManaging assessment workload Using assessment results to evaluate Using assessment results to evaluate
and improve teaching and programme and improve teaching and programme effectivenesseffectiveness
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Ideas (1)Ideas (1) Constructive alignmentConstructive alignment
– Programme-course mapping (examples from Programme-course mapping (examples from Alverno College)Alverno College)
Engaging studentsEngaging students– Clear links between task and course objectivesClear links between task and course objectives– Clear instructions and criteriaClear instructions and criteria– Reasonable time and effortReasonable time and effort– ChoiceChoice– ChallengeChallenge
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GeneralGeneral
CommunicationCommunication AnalysisAnalysis Problem solvingProblem solving Valuing in decision makingValuing in decision making Social interactionSocial interaction Global perspectivesGlobal perspectives Effective citizenshipEffective citizenship Aesthetic responsivenessAesthetic responsiveness
MajorMajor
Analyzes behavior within a Analyzes behavior within a theoretical framework supported theoretical framework supported by appropriate methodology and by appropriate methodology and data interpretationdata interpretation
Explains behavior through an Explains behavior through an integration of psychology and integration of psychology and specialized areas of study in the specialized areas of study in the liberal artsliberal arts
Demonstrates an awareness of Demonstrates an awareness of the contributions and limitations the contributions and limitations of psychology in the worldof psychology in the world
Acts in ways that reflect the Acts in ways that reflect the tenets of psychology, including tenets of psychology, including tolerance of ambiguity, tolerance of ambiguity, sensitivity to ethics, appreciation sensitivity to ethics, appreciation of individual differences, respect of individual differences, respect for ongoing inquiry, and the for ongoing inquiry, and the assumptions of the complexity of assumptions of the complexity of human behaviorhuman behavior
CourseCourse
To observe and make To observe and make appropriate inferences about appropriate inferences about human behavior through human behavior through experience in observing experience in observing behavior and in studying the behavior and in studying the major concepts, methods and major concepts, methods and theories of psychologytheories of psychology
To use what psychology has To use what psychology has learned about problem solving learned about problem solving to (1) self assess your own to (1) self assess your own problem solving style and (2) problem solving style and (2) identify methods for researching identify methods for researching questions pertinent to questions pertinent to psychologypsychology
To apply the knowledge and To apply the knowledge and abilities acquired in the course abilities acquired in the course to issues confronted by to issues confronted by individuals and groups in today’s individuals and groups in today’s societysociety
PSY 101 General Psychology Alverno College, Milwaukee
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Assessment StimulusAssessment Stimulus
Choose a behavior (habit) you would like to increase Choose a behavior (habit) you would like to increase or a behavior you would like to decrease.or a behavior you would like to decrease.
Record and graph this behavior for approximately one Record and graph this behavior for approximately one week. Also record any antecedents and consequences week. Also record any antecedents and consequences of the target behavior.of the target behavior.
Formulate a hypothesis as to why this behavior is Formulate a hypothesis as to why this behavior is maintained at its present rate.maintained at its present rate.
Design a program either to increase a behavior Design a program either to increase a behavior (applying the principles of Reinforcement) or to (applying the principles of Reinforcement) or to decrease a behavior (applying either “controlling decrease a behavior (applying either “controlling antecedents” and/or punishment and/or reinforcement antecedents” and/or punishment and/or reinforcement of reduced behavior.of reduced behavior.
Implement your program for about two weeks. Record Implement your program for about two weeks. Record the rate of your behavior during this time.the rate of your behavior during this time.
In a report for the class (written or oral), summarize In a report for the class (written or oral), summarize the results. Interpret them by applying the principles of the results. Interpret them by applying the principles of operant conditioning. Evaluate what factors operant conditioning. Evaluate what factors contributed to the success or failure of your program.contributed to the success or failure of your program.
PSY 101 General Psychology Alverno College, Milwaukee
CriteriaCriteria
Accurately distinguishes between Accurately distinguishes between behaviour and inferences about behaviorbehaviour and inferences about behavior
Demonstrates accurate application of the Demonstrates accurate application of the principles of operant conditioning principles of operant conditioning (behavior modification) for the purpose of (behavior modification) for the purpose of increasing target behaviors or decreasing increasing target behaviors or decreasing target behaviorstarget behaviors
Presents data and results accurately and Presents data and results accurately and clearlyclearly
Formulates acceptable hypothesisFormulates acceptable hypothesis
Designs and implements a workable Designs and implements a workable programprogram
Makes accurate inferences re: Makes accurate inferences re: effectiveness of programeffectiveness of program
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Ideas (2)Ideas (2) Effective feedbackEffective feedback
– No marks, comments onlyNo marks, comments only– Focus on learning and improvementFocus on learning and improvement– Comments linked to criteria and student goalsComments linked to criteria and student goals– Peer commentsPeer comments– Positive, direct, timelyPositive, direct, timely
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Ideas (3)Ideas (3) WorkloadWorkload
– Peer and self assessmentPeer and self assessment– Group workGroup work– Group feedbackGroup feedback– Use assessment and feedback formUse assessment and feedback form– Email, e-discussionEmail, e-discussion
Using assessment resultsUsing assessment results– Student self evaluationStudent self evaluation– Error analysisError analysis– Exam item analysisExam item analysis– Audit programme achievementAudit programme achievement
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ExamplesExamples
LOAPLOAP Peer feedbackPeer feedback Mini-vivaMini-viva Unannounced open-book testsUnannounced open-book tests
FASTFAST Peer assessmentPeer assessment
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Peer FeedbackPeer FeedbackAimAim To promote independent To promote independent
research and enquiryresearch and enquiry To encourage mutual support in To encourage mutual support in
learninglearning
ContextContext Educational PsychologyEducational Psychology Case Study as final assessmentCase Study as final assessment Group presentation on self-Group presentation on self-
selected topic – not markedselected topic – not marked
TechniqueTechnique At the end of a presentation, At the end of a presentation,
each student writes:each student writes:– One thing of value learntOne thing of value learnt– One thing to know more One thing to know more
aboutabout
– One commendationOne commendation– One suggestionOne suggestion
Comments are collated and Comments are collated and circulated to groupcirculated to group
Presentation is copied to allPresentation is copied to all
EvaluationEvaluation Adds interest to subjectAdds interest to subject Broadens and deepens learningBroadens and deepens learning Provides practice in research, Provides practice in research,
analysis and explaininganalysis and explaining Promotes reflectionPromotes reflection Fosters positive and Fosters positive and
constructive responding constructive responding Generates a large number of Generates a large number of
ideas for improvementideas for improvement Provides a window to students’ Provides a window to students’
learninglearning
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Unannounced Open-book TestsUnannounced Open-book TestsAimAim To assess student progressTo assess student progress To enhance learning through attending to To enhance learning through attending to
identified learning issuesidentified learning issues
ContextContext StatisticsStatistics
TechniqueTechnique Inform students about the possibility of Inform students about the possibility of
two unannounced tests at the beginning two unannounced tests at the beginning of termof term
Allow students to work with books and Allow students to work with books and reference materialsreference materials
Give written feedback but no marksGive written feedback but no marks Highlight common issues to the group in Highlight common issues to the group in
classclass
EvaluationEvaluation Keeps students alertKeeps students alert Has objective data on students’ Has objective data on students’
progressprogress Helps review and adjust Helps review and adjust
teachingteaching Improves final assessment Improves final assessment
resultsresults
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Mini-vivaMini-vivaAim:Aim: To engage students in dialogue and To engage students in dialogue and
reflection on a summative reflection on a summative assignmentassignment
ContextContext English group assignmentEnglish group assignment
TechniqueTechnique Students submit group Students submit group
assignmentassignment Lecturer makes swift provisional Lecturer makes swift provisional
assessmentassessment Groups attend a 15 minute viva, Groups attend a 15 minute viva,
where they receive feedback and where they receive feedback and answer questions about their answer questions about their assignmentassignment
After the viva, lecturer finalises After the viva, lecturer finalises the grade and returns the grade and returns assignment to students in the assignment to students in the normal waynormal way
EvaluationEvaluation Students are more responsive to Students are more responsive to
feedback without marksfeedback without marks Students get a chance to clarify Students get a chance to clarify
muddy points in their assignmentmuddy points in their assignment Assessment results may improve as Assessment results may improve as
a resulta result
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Peer assessmentPeer assessment
From a LOAP workshop by From a LOAP workshop by Graham Gibbs at HKIEd (11 Graham Gibbs at HKIEd (11 February 2004):February 2004):
ContextContext EngineeringEngineering Weekly lectures, problem Weekly lectures, problem
sheets and classessheets and classes Student numbers >170Student numbers >170 Students stopped doing Students stopped doing
problemsproblems Exam marks dropped from 50% Exam marks dropped from 50%
to 45%to 45%
StrategyStrategy Course requirement to complete Course requirement to complete
50 problems50 problems Peer assessed in six ‘lecture’ Peer assessed in six ‘lecture’
slotsslots Marks do not countMarks do not count Lectures, problems, classes, Lectures, problems, classes,
exams unchangedexams unchanged Exam marks increased from Exam marks increased from
45% to 85%45% to 85%
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Conditions under which assessment Conditions under which assessment
supports student learningsupports student learning Graham Gibbs, Institute for the Graham Gibbs, Institute for the
Advancement of University Advancement of University Learning, University of OxfordLearning, University of Oxford
Assessed tasks capture sufficient Assessed tasks capture sufficient student time and effortstudent time and effort
These tasks distribute student These tasks distribute student effort evenly across topics and effort evenly across topics and weeksweeks
These tasks engage students in These tasks engage students in productive learning activityproductive learning activity
Assessment communicates clear Assessment communicates clear and high expectations to studentsand high expectations to students
Sufficient feedback is provided, Sufficient feedback is provided, both often enough and in enough both often enough and in enough detaildetail
The feedback is provided quickly The feedback is provided quickly enough to be useful to studentsenough to be useful to students
Feedback focuses on learning Feedback focuses on learning rather than on marks or students rather than on marks or students themselvesthemselves
Feedback is linked to the purpose Feedback is linked to the purpose of the assignment and to criteriaof the assignment and to criteria
Feedback is understandable to Feedback is understandable to students, given their students, given their sophisticationsophistication
Feedback is received by students Feedback is received by students and attended toand attended to
Feedback is acted upon by Feedback is acted upon by students to improve their work or students to improve their work or their learningtheir learning
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ResourcesResources
Learning Oriented Assessment Project (LOAP) Learning Oriented Assessment Project (LOAP) http://http://www.ied.edu.hk/loapwww.ied.edu.hk/loap//
Learning and Teaching Support Network (LTSN) Learning and Teaching Support Network (LTSN) http://www.ltsn.ac.uk/application.asp?app=resources.asp&http://www.ltsn.ac.uk/application.asp?app=resources.asp§ion=generic&process=filter_fields&type=all&id=1&histosection=generic&process=filter_fields&type=all&id=1&historyry==
Alverno College: Assessment-as-Learning Alverno College: Assessment-as-Learning http://http://depts.alverno.edu/saaldepts.alverno.edu/saal//
Formative Assessment in Science Teaching (FAST) Formative Assessment in Science Teaching (FAST) http://http://www.open.ac.uk/science/fdtl/index.htmwww.open.ac.uk/science/fdtl/index.htm
Qualifications and Curriculum Authority (QCA): Key skill Qualifications and Curriculum Authority (QCA): Key skill standards standards http://www.qca.org.uk/qualifications/types/6507.htmlhttp://www.qca.org.uk/qualifications/types/6507.html
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Contact informationContact information
Dr. Rita ChanDr. Rita ChanCentre for Learning, Teaching and Supervision (CeLTS)Centre for Learning, Teaching and Supervision (CeLTS)Hong Kong Institute of EducationHong Kong Institute of Education
Email: Email: rypchan@ied.edu.hkrypchan@ied.edu.hk
CeLTS website: CeLTS website: http://iediis4.ied.edu.hk/celts/index.asphttp://iediis4.ied.edu.hk/celts/index.asp