AssessmentCecilia Jacobs

Marks do not motivate students to learn.

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1. Strongly agree2. Agree3. Disagree4. Strongly disagree

Marks do not motivate students to learn.

Task 1:Read section 2.2 of the assessment policy in

your file

Assessment consistently distinguishes between good and poor performance is the definition of

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1. Fairness2. Validity3. Reliability4. Academic

Integrity

Look at the following Physics question for grade 11 learners: Why does a figure skater who is doing a pirouette accelerate when she pulls in her arms? This question could possibly lead to problems with

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1. Validity2. Reliability3. Fairness4. Transparency

Read the Telegraph article (hand out): Student outrage over 'impossible' A-level maths exam. Which criteria are possibly affected in this case:

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1. Validity2. Reliability3. Fairness4. Transparency5. Academic

Integrity

Task 2Complete activity 1

Determine the Bloom level of the different questions we had in this session so far.

Task 3Look at the question paper which you brought and then complete activity 2.

Task 4Complete activity 3:

Design/Improve a question.

Alignment

• criteria• methods• feedback

assessment

• scope• type• level

outcomes• learning

opportunities

teaching

This policy is based on the assumption that lecturers have the competence to decide how assessment should take place within their disciplines and programmes and will be prepared to strive towards excellence in knowledge practice and to develop their skills further.

The primary responsibility for the monitoring of assessment practices at the University lies within the faculties.

The policy does not propose to be prescriptive with regard to assessment strategies, but rather to create space within which lecturers can make justifiable choices with regard to assessment within their own environments.

FLEXIBLE ASSESSMENT

(END) EXAM SYSTEM

CONTINUOUS ASSESSMENT

PROPOSED SYSTEM EXISTING SYSTEMS

NUMBER OF ASSESSMENT OPPORTUNITIES

Minimum two (preferably more)

Three (exam and class mark based on minimum 2 marks)

Four (semester modules)Eight (year modules)

DERIVING THE MARKS

No maximum per assessment, but tofollow the 7 criteria in the assessment policy

Class mark: min 40%, max 50%Exam mark: min 50%, max 60%

Semester = max 25% (per assessment)Year = max 12.5%(per assessment)

PREDICATE (class) MARK

Falls away but can be adapted internally

Min 40% for admission to the exam

None

RE-ASSESSMENT

Falls away but can be adapted internally

Allowed if between 45%-50% None

‘SICK’ TESTS AND EXAMS

Internal arrangement Tests – internal arrangementExams – if sick at 1st opportunity

Internal arrangement

SCHEDULING Per central system – include all assessments, not just exams and tests

Test timetable: 1opportunityExam timetable: 1 opportunity

Internal

ROLE OF THE EXAMS OFFICE

Can arrange venues and copying of papers for exam period but modules to indicate if they want assistance.

Arranges venues and copying of papers for exam period

Can help

End-assessment

3 marks minimumMax 60%Predicate + “Her”

Continuousassessment

4 or 8 marks minimumMax 25%/12.5%

No predicate / “Her”

Flexibleassessment

Currently evaluated – each application approved by Senate2 marks minimum

No maximumPredicate and “Her” possible

Meta-reflection

• Can you spot the teaching methods used in this session?

• Purpose of each?• Reading• Answer a question• Discuss a question• ConcepTests (clickers)• Do a problem