Congruent Assessmentin learning and teaching organisational change

LSBU Organisational Change CoP4 June 2009

Colston SangerBCIM Faculty L&T Fellowsangerc@lsbu.ac.uk

Structure of this talk

Clearing the ground on assessment

My thoughts on assessment in learning and teaching organisational change

Discussion

What next?

Clearing the ground on assessment

Clearing the ground

Price, M (2009), ‘Shaping Assessment for the Future’ , ASKe Centre of Excellence, http://www.brookes.ac.uk/aske

Assessment for what?

Formative assessment – learning for improvement

Summative assessment – for certification or professional accreditation

Assessment as an opportunity for learning Developing students’ capabilities as lifelong learners

Boud and Falchikov (2006) Raine and Rubienska (2008)

Learning as the new work

It’s not working

‘The types of assessment we currently use do not promote conceptual understanding and do not encourage a deep approach to learning’

(Newstead, 2002)

‘The quest for reliability tends to skew assessment towards … simple and unambiguous achievements, and … away from judgements of complex learning’

(Knight, 2002)

‘An educational measurement that has negative consequences for learning can hardly be considered educational…’

(Boud and Falchikov, 2005)

My thoughts on assessment in learning and teaching organisational change

Intended learning outcomes

Knowledge and understanding

Describe … Identify similarities,

differences, connections …

Intellectual skills Evaluate… Analyse … Exercise appropriate

judgement …

Practical. subject-specific skills

Develop … Demonstrate …

Transferable skills Manage own learning … Communicate effectively … Work with others … Recognise and support

followership, and be proactive in leadership

Exercise appropriate judgement ...?

‘[In] the learning that professionals do outside the academy, learning outcomes are rarely specified in explicit terms. What is required of the learner is embedded in a professional practice… Before learning can even commence there is a need for learners to identify for themselves what they need to learn, taking into account a range of contextual factors, and to judge what counts as good work.’(Bound and Falchikov, 2006)

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Demonstrate … experientially ?

Work with others …?

Manage own learning …?

Questions, discussion

What do you do? What else could you

do?

References

Boud, D and Falchikov, N (2005), ‘ Redesigning assessment for learning beyond higher education’, HERDSA conference 2005. Available at http://conference.herdsa.org.au/2005/ (Accessed 14 May 2009)

Boud, D and Falchikov, N (2006), ‘Aligning assessment with long-term learning’, Assessment & Evaluation in Higher Education, 31 (4), 399-413

Knight, P (2002), ‘The Achilles’ heel of quality: the assessment of student learning’, Quality in Higher Education, 8 (1), 107-115. Quoted in Price (2009)

Newstead, S (2002), ‘Examining the examiners: why are we so bad at assessing students?’, Psychology Learning and Teaching, 2 (2). Quoted in Price, M (2009)

Price, M (2009) ‘Shaping Assessment for the Future’. Portsmouth: ExPERT Centre, University of Portsmouth

Raine, JW and Rubienska, A (2008), ‘The art and dilemmas of assessment’, International Journal of Public Sector Management, 21 (4), 417-437