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Some issues in assessment: Some examples from engineering. Stuart Palmer Institute of Teaching and Learning (School of Engineering and IT). 2. Thinking about assessment. James, R., McInnis, C. & Devlin, M. (2002). Assessing Learning in Australian Universities . Melbourne:
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Some issues in assessment:Some examples from engineering Stuart Palmer Institute of Teaching and Learning (School of Engineering and IT)
Thinking about assessment James, R., McInnis, C. & Devlin, M. (2002). Assessing Learning in Australian Universities. Melbourne: Centre for the Study of Higher Education and The Australian Universities Teaching Committee. Page 8.
“For university teachers, recognising the potent effects of assessment requirements on student study habits and capitalising on the capacity of assessment for creating preferred patterns of study is a powerful means of reconceptualising the use of assessment.” James, R., McInnis, C. & Devlin, M. (2002). Assessing Learning in Australian Universities. Melbourne: Centre for the Study of Higher Education and The Australian Universities Teaching Committee. Page 8.
16 indicators of effective assessment 1. Assessment is treated by staff and students as an integral component of the entire teaching and learning process.
16 indicators of effective assessment 2. The multiple roles of assessment are recognised. The powerful motivating effect of assessment requirements on students is understood and assessment tasks are designed to foster valued study habits.
16 indicators of effective assessment 3. There is a faculty/departmental policy that guides assessment practices. Subject assessment is integrated into an overall plan for course assessment.
16 indicators of effective assessment 4. There is a clear alignment between expected learning outcomes, what is taught and learnt, and the knowledge and skills assessed.
Learning Outcomes 4. Alignment Jolly, L. (2001). Graduate Attributes Fact Sheet 1.10 Implementing Graduate Attributes. Brisbane, Australia: University of Queensland, The Value Added Career Start Program. Page 3.
4. Alignment Assignment 1 Introduction to DSO Assignment 2 Information literacy & the Library Assignment 3 Referencing Assignment 4 Professional ethics report Assignment 5 SEB121 multi-choice test 1 Assignment 6 SEB121 multi-choice test 2 Assignment 7 Major report and presentation Exam
16 indicators of effective assessment 5. Assessment tasks assess the capacity to analyse and synthesis new information and concepts rather than simply recall information which has been presented.
16 indicators of effective assessment 6. A variety of assessment methods is employed so that the limitations of particular methods are minimised.
6. Assessment variation Assignment 1 Introduction to DSO Online – post to a Discussion Assignment 2 Information literacy & the Library In the Library - worksheet Assignment 3 Referencing Formatted Bibliography Assignment 4 Professional ethics report Case study written report Assignment 5 SEB121 multi-choice test 1 Online quiz – modules 1 and 2 Assignment 6 SEB121 multi-choice test 2 Online quiz – module 3 Assignment 7 Major report and presentation Group work, report & presentation Exam 3 hour, closed book
16 indicators of effective assessment 7. Assessment tasks are designed to assess relevant generic skills as well as subject-specific knowledge and skills.
7. Generic plus discipline skills Assignment 1 Introduction to DSO Basic DSO competency Assignment 2 Information literacy & the Library Basic information literacy Assignment 3 Referencing Locate and cite various references Assignment 4 Professional ethics report ‘The profession’, Ethics, Writing Assignment 5 SEB121 multi-choice test 1 Content – modules 1 and 2 Assignment 6 SEB121 multi-choice test 2 Content – module 3 Assignment 7 Major report and presentation Syllabus, Group work, Written, Oral Exam Various – QA hurdle
16 indicators of effective assessment 8. There is a steady progression in the complexity and demands of assessment requirements in the later years of courses.
8. Assessment progression Assignment 1 Reflective journal Assignment 2 Technological forecasting and assessment – report and presentation Assignment 3 SEB421 multi-choice test Assignment 4 Major report and presentation Exam
16 indicators of effective assessment 9. There is provision for student choice in assessment tasks and weighting at certain times.
16 indicators of effective assessment 10. Student and staff workloads are considered in the scheduling and design of assessment tasks.
10. Workload Assignment 1 Introduction to DSO Assignment 2 Information literacy & the Library Assignment 3 Referencing Assignment 4 Professional ethics report Assignment 5 SEB121 multi-choice test 1 Assignment 6 SEB121 multi-choice test 2 Assignment 7 Major report and Exam presentation
16 indicators of effective assessment 11. Excessive assessment is avoided. Assessment tasks are designed to sample student learning.
11. Excessive assessment Assignment 1 Introduction to DSO Assignment 2 Information literacy & the Library Assignment 3 Referencing Assignment 4 Professional ethics report Assignment 5 SEB121 multi-choice test 1 Assignment 6 SEB121 multi-choice test 2 Assignment 7 Major report and Exam presentation
16 indicators of effective assessment 12. Assessment tasks are weighted to balance the developmental (‘formative’) and judgemental (‘summative’) roles of assessment. Early low-stakes, low-weight assessment is used to provide students with feedback.
12. Assessment weightings Assignment 1 Introduction to DSO 4% Assignment 2 Information literacy & the Library 5% Assignment 3 Referencing 6% Assignment 4 Professional ethics report 15% Assignment 5 SEB121 multi-choice test 1 9% Assignment 6 SEB121 multi-choice test 2 9% Assignment 7 Major report and presentation 22% Exam 30%, must pass }
16 indicators of effective assessment 13. Grades are calculated and reported on the basis of clearly articulated learning outcomes and criteria for levels of achievement.
16 indicators of effective assessment 14. Students receive explanatory and diagnostic feedback as well as grades.
16 indicators of effective assessment 15. Assessment tasks are checked to ensure there are no inherent biases that may disadvantage particular student groups.
16 indicators of effective assessment 16. Plagiarism is minimised through careful task design, explicit education and appropriate monitoring of academic honesty.
16. Plagiarism There is a policy Communicate it Educate Warn Enforce
“Examinations are formidable even to the best prepared, for the greatest fool may ask more than the wisest man can answer.” Charles Caleb Colton
Thank you for your time www.cshe.unimelb.edu.au/assessinglearning
