Online assessment scenarios

Oxford Centre for Staff and Learning Development

Oxford Brookes University

Oxford Centre for Staff and Learning Development

Learning outcomes

Assessment

Learning activity

Learner

Constructive alignment: 3-stage course design1. What are the

“desired” outcomes?

3. What assessment tasks will tell us if the actual outcomes match those that are intended or desired?

2. What teaching methods require students to behave in ways that are likely to achieve those outcomes?

Oxford Centre for Staff and Learning Development

Course design and assessment

“Assessment defines what students regard as important, how they spend their time and how they come to see themselves as students and then as graduates.........If you want to change student learning then change the methods of assessment”

(Brown, G et al, 1997)

Oxford Centre for Staff and Learning Development

Feedback is the most powerful single influence that makes a difference to student achievementHattie (1987) - in a comprehensive review of 87 meta-analyses of studies

Feedback has extraordinarily large and consistently positive effects on learning compared with other aspects of teaching or other interventions designed to improve learning.Black and Wiliam (1998) - in a comprehensive review of formative assessment

(cited in Gibbs & Simpson, 2002)

Oxford Centre for Staff and Learning Development

Scenario 1

It is hard to give meaningful feedback to large groups of students on their essays/assignments

An approach to the problem• Mechanise the feedback

e.g. Word features: autotexte.g. Electronic marking assistant by

Philip Denton.

Oxford Centre for Staff and Learning Development

Oxford Centre for Staff and Learning Development

Scenario 2

• It is difficult to provide students with sufficient time and feedback on exercises that develop their core skills/competencies

• Students seem to retain little after lectures• It is hard to provide support to students in a

targeted way i.e. to those who really need it

An approach to the problem• Formative computer aided assessment

e.g. Publishing, Morris & Walker

Oxford Centre for Staff and Learning Development

“Computer aided assessment is definitely a good revision and learning tool. It shows where you are going wrong and teaches you to think for yourself, and also shows you the areas that need more revision. It makes things stick in your head for future reference.”

(student quote in Morris & Walker, 2006, p.4)

Oxford Centre for Staff and Learning Development

Scenario 3

• Large, heterogeneous group with wide variety of backgrounds and entry skills, many international students

• It is difficult to diagnose learning needs and deliver support

An approach to the problem• Diagnostic CAA

e.g. Business Competencies

Oxford Centre for Staff and Learning Development

Scenario 4

• Easy for students to not take part in online activities

• Participation in online discussions dominated by tutor and a few students

An approach to the problem• Online peer review and collaboration• Explicit assessment criteria for

participation e.g. JTC

Oxford Centre for Staff and Learning Development

References

Biggs, J. (1999). Teaching for Quality Learning at University. Buckingham, The Society for Research into Higher Education and Open University Press

Brown G, Bull J & Pendlebury M. (1997). Assessing student learning in higher education. London: Routledge

Gibbs, G. & Simpson, C. (2002) Conditions under which assessment supports student learning. Learning and Teaching in Higher Education. 1, 3-31.

Morris, L. & Walker, D. (2006) CAA sparks chemical reaction: Integrating CAA into a learning and teaching strategy. Evaluation of the use of the virtual learning environment in higher education across Scotland. QAA Scotland.