TA webinar 4 may 2016 slides - transformingassessment.com · © 2016 Cathcart & Thompson 4 May...

4 May 2016: 07:00AM GMT

Reframing Assessment: This time its personal Abby Cathcart (PFHEA), Queensland University of Technology Dr Darrall Thompson, University of Technology Sydney A joint session with the Your Webinar Hosts Professor Geoff Crisp, PVC Education, University of New South Wales g.crisp[at]unsw.edu.au

Dr Mathew Hillier, Office of the Vice-Provost Learning & Teaching, Monash University mathew.hillier[at]monash.edu

Justtoletyouknow:Bypar6cipa6nginthewebinaryouacknowledgeandagreethat:Thesessionmayberecorded,includingvoiceandtextchatcommunica6ons(arecordingindicatorisshowninsidethewebinarroomwhenthisisthecase).Wemayreleaserecordingsfreelytothepublicwhichbecomepartofthepublicrecord.Wemayusesessionrecordingsforqualityimprovement,oraspartoffurtherresearchandpublica6ons.

Webinar Series

e-AssessmentSIG

Reframing Assessment: This time its personal

Transforming Assessment Webinar

4 May 2016

Dr Abby Cathcart (PFHEA)| Dr Darrall Thompson

Queensland University of Technology| abby.cathcart[at]qut.edu.au

University of Technology Sydney| darrall.thompson[at]uts.edu.au Wehavemadeashortvideointroducingourselvespleaseopenthelinkbelow

(alsopostedinthechatstream)andwatch–itwillonlytake60seconds

Intended Learning outcomes At the end of this workshop you will be able to:

§  Reflect on assessment culture(s) and the barriers and enablers of transformational change

§  Consider practical strategies to develop student and staff confidence in their capacity to address learning outcomes and judge performance

§  Identify sites of resistance where the academy can reflect on prevailing norms

§  Imagine an academy which values the personal rather than the bureaucratic.

88% 40% 60%

What was the first mark you remember receiving on a University assessment?

Conversation Catalysts for Higher Education

Conversation 01: Part One

DrAbbyCathcart(PFHEA)AssociateProfessorofManagement

HeadofQUT’sAcademyofLearningandTeaching

QueenslandUniversityofTechnologyBrisbane,Australia

DrDarrallThompsonPhD(Educa6on)MDesign(Research)

LearningFuturesFellowandSeniorLecturerFacultyofDesignArchitectureandBuilding,UniversityofTechnologySydney,Australia

Over to you – please comment in the message box

§  What are the effects of students being driven by marks?

§  How do we reframe assessment to address the problematic relationship between marks and students evaluation of teaching

Conversation 01:Part Two

Markerdragsthesliderstoindicateagrade&generateamark

Studentdragstheslidertoself-assessagainstcriteria

BlueTriangleindicatesstudentself-assessment

A]erthetutorsavesthemark(blacktriangle)theycanseetheself-assessment(bluetriangle)

Firstyearboys….

Biggapbetweentutormarkandstudentself-assessment

StudentcandownloadPDFtoshowemployers

Over to you – please comment in the message box

§  How can we use self-assessment to empower learners?

§  What works well in your institution?

Conversation 05

88% 40% 60%

Should effort count?

§  “…students judge professors as unfair when the perceived effort invested in the completion of an assignment does not compensate for actual poor performance.” •  (Tippin et al. 2012:58)

§  Should effort count? Students certainly think so

•  Teaching Professor Blog, April 2012

Over to you – type comments into the message box

§  How do we stop students taking it all so

personally?

CONSTRUCTIVE ALIGNMENT

Constructive Alignment… is one of the most influential

ideas in higher education.

(Houghton, 2004)

AdaptedfromtheQUTTeachingAdvantageProgram(Cathcart,Greer&Neale,2015)

“Hesaystherewasa‘lackofalignmentbetweenthestatedobjec6vesoftheunit,the

curriculum,themarkingcriteria,theassessmentsandlegiblecommentsfrom(thetutor)”

What do academic employers want? (Pitt & Mewburn, 2016)

§  “A multi-talented,

always ready and available worker…the academic super-hero” §  (Pitt & Mewburn, 2016:12)

Constructive alignment (adapted from Biggs 2003:28)

IntendedLearningOutcomes(ILOs)

AssessmentTasks(ATs)

Teaching&LearningAc6vi6es(TLAs)

Climate? Humans?

Key ideas from this workshop…

§  The assessment back-wash effect can neutralise the effort we put into

teaching

§  Assessment criteria need to be linked to meaningful categories of

development for students

§  Assessment criteria will always be contestible and teaching teams and

students need to provided with opportunities to discuss and critique them

§  Criteria-based self-assessment needs to be taught and developed so

students learn to calibrate their judgements and builds confidence in their

capacity to perform well

§  The culture of the single mark needs to change (for staff and students) to

allow meaningful interpretations of individual performance

§  Assessment is personal for staff and students, labels stick

If you would like to discuss any of these

ideas or find out about our Conversation Catalysts please get in touch

abby.cathcart[at]qut.edu.au

darrall.thompson[at]uts.edu.au

References and Further Reading

§  Bloxham, S., den-Outer, B., Hudson, J. and Price, M. (2015). Let’s stop the pretence of consistent

marking: exploring the multiple limitations of assessment criteria. Assessment & Evaluation in

Higher Education. [online first]

§  Boud, D, Lawson, R. & Thompson, D. (2013). Does student engagement in self-assessment

calibrate their judgement over time? Assessment & Evaluation in Higher Education. 38 (8)

§  Brown, S and Race, P (2012) Using Effective Assessment to Promote Learning, in University

Teaching in Focus: a learning-centred approach, Hunt, L and Chalmers, D (eds), Australian

Council for Educational Research and Routledge, pp.74-91

§  Carroll, D. (2013). Business student’s attitudes to criteria based self-assessment and self-efficacy.

[conference]

§  Cathcart A, Neale L, (2012) Using technology to facilitate grading consistency in large classes,

Marketing Education Review p11-14

§  Cathcart, A., Greer, D., and Neale, L. (2014). Learner-Focused Evaluation Cycles: Facilitating

learning using feedforward, concurrent and feedback evaluation. Assessment & Evaluation in

Higher Education

§  www.doctoralteaching.org

References and Further Reading

§  Greer, D., Cathcart, A., and Neale, L. (2015, in press). Helping doctoral students teach: Transitioning to early career academia through cognitive apprenticeship. Higher Education Research and Development. (forthcoming)

§  Pitt, R.& Mewburn, I.(2016): Academic superheroes? A critical analysis of academic job descriptions, Journal of Higher Education Policy and Management,

§  Sadler, D.R, (2012). Assuring academic achievement standards: from moderation to calibration. Assessment in Education: Principles, Policy and Practice, 20 (1), pp.5-19

§  Shevlin, M., Banyard, P., Davies, M and Griffiths, M (2000). The validity of student evaluation of teaching in HE: love me, love my lectures? Assessment and Evaluation in Higher Education. 25 (4)), 397-405

§  Transforming Assessment in Higher Education Framework. Higher Education Academy. 2015. www.heacademy.ac.uk/frameworks

§  Tippin, G., Lafreniere, K/ and Page, S. (2012). Student perception of academic grading:

Personality, academic orientation, and effort. Active learning in higher education. 13(1).pp.51-61

§  Weimer, M. (2011). Should effort count? Students certainly think so. Teaching Professor Blog. 25 September, 4

§  Winstone, N., Nash, R., Rowntree, J. & Menezes, R. (2015): What do students want most from written feedback information? Distinguishing necessities from luxuries using a budgeting

methodology, Assessment & Evaluation in Higher Education

Webinar Series

Session feedback: With thanks from your hosts Professor Geoff Crisp, PVC Education, University of New South Wales g.crisp[at]unsw.edu.au Dr Mathew Hillier, Office of the Vice-Provost Learning & Teaching Monash University mathew.hillier[at]monash.edu Recording available http://transformingassessment.com

e-AssessmentSIG

TA webinar 4 may 2016 slides - transformingassessment.com · © 2016 Cathcart & Thompson 4 May...

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