Transforming Higher education through Learning-oriented Assessment

Transforming Higher Education through Learning-Oriented

AssessmentProfessor Mike Keppell

Professor of Higher EducationDirector, The Flexible Learning Institute

Charles Sturt University

11Wednesday, 21 July 2010

Overview

Goals for session

What is Assessment?

Learning-Oriented Assessment

Leading Transformative Change


What is Assessment?


What is Assessment?

Formative and Summative

Assessment OF Learning

Assessment FOR Learning

Assessment AS Learning



Formative and Summative AssessmentFormative Assessment Summative Assessment

Assessment FOR learning Assessment OF learning

Generally carried out during a course or project.

Generally carried out at the end of a course or project.

Typically used to provide students with feedback to aid learning.

Typically used to assign students a grade or mark.

Common forms: self-assessment, peer-assessment

Common forms: examination, written final assignment


Assessment OF LearningPredominant form of assessmentUsually summativeCertifies student learningUsed to report about progressUsually consists of tests or examsRepresented by marks or letter gradesFeedback is usually in the form of marks or gradesOften used for a comparison between students (Earl, 2003).


Assessment FOR Learning

Shifts emphasis from summative to formativeShifts emphasis from making judgements to descriptions which are useful for the next stage of learningFocuses on feedback to enhance individual students learningStill focused on the teacher’s role in the assessment process (Earl, 2003).


Assessment AS Learning

Emphasises the student’s role in the assessment processStudents are regarded as active, engaged and critical assessorsStudents monitor what they are learning - make adjustments, adaptations and major adjustments to their own learningSelf assessment is the heart of the matter (Earl, 2003).



Assessment tasks AS learning tasksStudents as self-evaluatorsFeedback as feedforward

(Carless, Joughin, Liu, 2006; Keppell & Carless, 2006)


ONE OF THE GREATEST CHALLENGES IN HIGHER

EDUCATION IS TO DESIGN SUMMATIVE ASSESSMENT THAT

PERFORMS A FORMATIVE FUNCTION

(CARLESS, JOUGHIN, LIU, 2006, P.8)



Learning-oriented assessment

Assessment tasks as learning tasks

Student involvement in assessment processes

Forward-looking feedback


Assessment Tasks as Learning Tasks

Assessment tasks need to promote desired learning outcomes and dispositionsConstructive alignment of objectives, content and assessment (Biggs, 1999)Tasks should require distribution of student time and effort throughout, not just short bursts of energy towards the end (Gibbs & Simpson, 2004)A relationship between assessment tasks and real-world tasks, cooperative rather than competitive tasksSome degree of student choice in assessment tasks.


Authentic taskGROUP PROJECT 60%The project will provide you with an opportunity to apply principles and skills learned in the module to create a learning resource. All aspects of the learning resource must be original work.

The project submitted via CD-ROM and hardcopy must include: Needs analysis (template to be distributed)Concept map (macro-design of website)At least 10 original photographs (photographed by members of

your group)One digital learning resource (photos and voiceover)15 minute presentation about the project by your group Report of no more than 800 words that discusses analysis,

design, production and evaluation of your project and includes references to the module readings.


Educational Purpose of Learning Resource (5 marks)

Purpose is clearly stated, important, and

represents and innovative approach to

the topic

Purpose is clearly stated and is

important to the topic

Purpose is clearly stated and is

worthwhile for the topic

Purpose is clear, but is mundane or

not noteworthy

Purpose is stated, but is unclear and

not evident

Needs Analysis (5 marks)*

*draft needs analysis is also worth 5 marks

The needs analysis incorporates superior and thoughtful ideas into a well organized

format

The needs analysis is organized in a thoughtful format

The needs analysis is organized in a basic manner.

The needs analysis is organized in a

basic manner, and contains some

errors

The needs analysis is somewhat

disorganized and contains noticeable

errors

Design of Learning

Resource - Concept Map

(5 marks)* *draft concept

map is also worth

(5 marks)

The concept map demonstrates

exceptional clarity in showing the structure of

the learning resource and incorporates notes,

hyperlinks and audio

The concept map clearly shows the structure of the

learning resource and incorporates notes, hyperlinks

and audio

The concept map outlines the structure

of the learning resource in a

satisfactory manner and includes some notes, hyperlinks

and audio.

The concept map is unclear and notes,

hyperlinks and audio are not used

within the map.

The concept map is disorganized and

confusing making it difficult to

understand the structure of the

learning resource.

Images (5 marks)

Images work exceptionally well to

maximize the impact of the learning resource

Images work well to maximize the

impact for most of the learning

resource

Images support the learning resource consistently and

appropriately

Images sometimes support the learning

resource, but sometimes distract

Imagery is used, but it contributes little to

the learning resource.

Design and Appearance of

Learning Resource (5 Marks)

Design provides exceptionally

consistent theme, easy to follow layout, and appealing use of colors throughout the

learning resource

Design consistently uses color, theme,

and layout throughout the

learning resource in appealing and helpful ways

Design uses color, theme, and layout

throughout the learning resource

Design makes some use of color, theme and layout, but it is not entirely helpful or appealing

No attention to color, theme, and layout is evident


Production of Digital Learning Resource (10 marks)

Images and voiceover work together

exceptionally well to maximize the impact of the learning resource

Images and voiceover work together well to maximize the impact of the

learning resource

Images and voiceover are

appropriately used in the learning

resource

Images and voiceover support

the learning resource, but

sometimes distract from the purpose

Images and voiceover do not

support the learning resource

Evaluation of Learning Resource (10 marks)

Evaluation provides comprehensive

feedback on the use of the learning resource

Evaluation provides a good

amount of feedback on the

use of the learning resource

Evaluation provides

satisfactory feedback on the

use of the learning resource

Evaluation provides some

feedback on the use of the learning

resource

Evaluation provides little feedback on

the use of the learning resource

Presentation (5 marks)

Excellent presentation that effectively

explains all aspects of the project

Clear and effective presentation that

effectively explains all

aspects of the project

Satisfactory presentation that

explains all aspects of the

project

Presentation is somewhat unclear

Presentation is not well prepared

800 word Project Report

(10 marks)

Project report provides an excellent

explanation of the analysis, design, production and

evaluation of the learning resource and

incorporates 8-10 references from the module readings.

Project report provides a good


evaluation of the learning resource and incorporates 6-8 references

from the module readings.

Project report provides a satisfactory


evaluation of the learning resource and incorporates 4-6 references

from the module readings.

Project report provides a basic


evaluation of the learning resource and incorporates only the required

reading references from the module

readings.

Project report provides an

unsatisfactory explanation of the analysis, design, production and

evaluation of the learning resource

and does not incorporate any

references from the module readings.15


Student Involvement in Assessment Processes

Students need to be aware of the goals of learning and what constitutes quality achievement of the goals.Students should be engaged in activities that encourage reflection, peer feedback and self-evaluation.


Needs analysisConcept map

Digital learning resourceReport

1. Authentic

Task

2. Criteria - Rubric

3. Needs

Analysis

4. Concept

Map

5. Student

Presentation

6. Learning Resource

Student feedback - Verbal

Teacher feedback - Verbal Peer feedback -

Verbal

Teacher feedback -

Written

Feedback as feed-forward

Feedback as feed-forward

Assessment AS learning

task

Students as self-evaluators


Forward-looking feedbackStudents need to receive appropriate feedback which they can use to ‘feed forward’ into future work.Feedback should be less final and judgemental (Boud, 1995)Feedback should be more interactive and forward-looking (Carless, 2002)Feedback should be timely and with a potential to be acted upon (Gibbs & Simpson, 2004)


Transformational Leadership through Learning-Oriented

AssessmentVision Process

Self Develop better understanding of LOA in practice

Keep a reflective journal; Review other examples in own discipline; attend PD

StudentBecome independent learners; able to

work collaboratively with peers; and develop skills for life long learning

Involved in sustained exposure to self-assessment, peer

assessment project based tasks

Subject Degree

Synergy between subjects of assessment

Audit of the assessments being used in pre-requisite subjects and those subjects following

WiderUniversity embraces LOA in the context of Graduate Attributes.

Graduates are prepared for work

Promotion of benefits of LOA as identified through implementation 19


Assessment 2020http://www.iml.uts.edu.au/assessment-futures/

Assessment-2020_propositions_final.pdf


http://www.iml.uts.edu.au/assessment-futures/Assessment-2020_propositions_final.pdf




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