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From Aims and Outcomes -
- to a plan for Assessment
Our General Workshop Plan: Input - ideas to work on and work
with
Preliminary input - a brief one!
Aims and outcomes should be central to our curriculum development
AIMS - and learning outcomes What will you be pleased to see your
learners being able to do, when they complete the course in your example? What will persuade you that you have been successful?
Try to describe that behaviour as something which you can see, or hear
Our General Workshop Plan: Input - ideas to work on and work
with Exemplify this input - on
something I am doing or have done
Ex: Understanding concepts I did not wish to assess in number-
crunching tasks, which only encourage the ability to remember and to apply an algorithm or “recipe”
I wished them to be able to use and show “qualitative understanding” by being able to explain...
So I devised “Ascending order questions”
The status quo…...
- encouraged and rewarded number-crunching
could be performed without any understanding whatsoever
Calculate the second moment of area
100
200
150
120
500
250
The new type of task ….
- dealt with qualitative thinking rather than quantitative processing.
Arrange these sections in ascending order of second moment of area - where possible
Give reasons for order, or non-positioning
A B C D E F
All are of the same area
Comparison Number crunching
is quantitative and can be done with
no understanding assesses ability to
follow a procedure often loses marks
merely for weaknesses in computation
Ascending Order is qualitative and cannot be done
without having, and displaying, grasp of concepts
assesses ability to apply understanding logically
Another : Pertinent questioning Here’s a paper you haven’t seen
before, but should understand Read it Decide what five questions you
would ask of the writers, if they were available to you -
- and explain (briefly) why they are worth asking
In my new example for today, I want my students to be able to.. Ask effective questions Seek answers to them, in the literature Distinguish between what matters, and
what does not matter Judge the sound-ness of any writings
they find Reach their own conclusions Justify these conclusions - soundly
Our General Workshop Plan: Input - ideas to work on and work
with Exemplify this input - on
something I am doing or have done
Test the input - on something that you will be doing
In your example, what do you want your students to be able to do?
Try to set out statements like mine, but in Danish
Summarise them on a sheet of A4
Help your partner to refine their outcomes
Our General Workshop Plan: Input - ideas to work on and work with Exemplify this input - on something I
am doing or have done Test the input - on something that you
will be doing Give and receive helpful comments Summarise or highlight what is
important and relevant in this, for you
Our General Workshop Plan: Input - ideas to work on and work
with
Making the judgement
Objectively and systematically …………...
Standard
Making the judgement: 1
Standard
Performance
Making the judgement: 2
Standard
Performance
Making the judgement: 3
?
Standard
Performance
Making the judgement: 4
S_
C_
A_
L_
E_
What else can we say about...
Assessment?
See handbook
Page 9
So in our assessment, we should:
Ask our students to demonstrate the learning which is our aim for them
Show that we value this learning
Make shortcuts and evasion difficult!
Our General Workshop Plan: Input - ideas to work on and work
with Exemplify this input - on
something I am doing or have done
How will you assess in your example?
Here is what I will ask of my students…………..
I will design my assessment to require my students to: Ask an effective question about the HCI Seek an answer to questions, in literature Distinguish between what matters, and
what does not matter Judge the sound-ness of the writings Reach their own conclusions Justify these conclusions - soundly Summarise what they have learnt for next
time
Our General Workshop Plan: Input - ideas to work on and work
with Exemplify this input - on
something I am doing or have done
Test the input - on something that you will be doing
Now design your assessment Make notes of your assessment plan
(in Danish), on a sheet which begins with your learning outcomes
Explain this plan to your partner Help each other to improve your
plans Display your plans, and see what the
others are doing Raise issues or questions in plenary
Step by step …...
1. Make notes of your assessment plan (in Danish), on a sheet which begins with your learning outcomes
2. Explain this plan to your partner3. Help each other to improve your
plans4. Display your plans, and see what
the others are doing
Our General Workshop Plan: Input - ideas to work on and work with Exemplify this input - on something I
am doing or have done Test the input - on something that you
will be doing Give and receive helpful comments Summarise or highlight what is
important and relevant in this, for you
Questions and comments:
Has that activity raised any questions about the advice in the handbook?
- or prompted any comments?
Post-script Idea - (if there is time!):
Influence learning and development through
objective self-assessment
Making the judgement
Standard
Making the judgement: 1
Standard
Performance
Making the judgement: 2
Standard
Performance
Making the judgement: 3
?
Standard
Performance
Making the judgement: 4
S_
C_
A_
L_
E_
Components of judgement
Setting criteria and amplifying them in
standards against which to judge
Describing performance in similar terms
Comparing the two in a predetermined way
- some or all of which can be the
responsibility of the learner
Comparison of methods Tutor assessed
criteria often not grasped
cue-seeking and strategic learning common - and rewarded
slight influence on performance?
Self-assessed criteria grasped
learning managed by formative self-assessment
major leaps in performance!
Self-assessment …...
……need not contribute to the final grade!
My questions? Could self-assessment enrich your
students’ learning and learning experience?
How would you ensure that they master the objective process - the most demanding of the cognitive abilities?
Would it then be of use in evaluating which is part of their project work, studying, and professional development?