Self-assessment tools for understanding and promoting learning

1. Self-assessment – tools for understanding and promoting learning CBACCI workshop for teachers 02.12.2004 Riina Nousiainen Faculty of Science University of Helsinki

2. Quality of teaching

3. Assessment of process and outcomes

4. Self-assessment: possibilities helps the student take responsibility of his own learning helps the student develop self-determining competencies (setting learning objectives and criteria of excellence) gives the teacher important information and evidence about the students’ learning outcomes self-assessment is fundamental to all aspects of learning assessment by peers, staff, expert practitioners etc. are essential in assisting learners to form sound judgements Boud 1990

5. Self-assessment tools mind maps based on associations grouping concepts concept maps based on organizing knowledge describing interrelationships between concepts can be used to find out students’ preconceptions of about a topic, as a learning strategy, as an assessment method etc. Novak & Gowin 1984

7. Self-assessment tools Portfolio is a collection of work that can include a diverse record of an individual’s achievements Key processes of portfolio work: self-evaluation dialogue reflective thinking metacognition Klenowski 2002

8. Portfolios for different purposes Academic Personal Professional Bingham & Hudson, Sheffield Hallam University, 2004

9. Self-assessment tools Advantages of portfolio work: writing of a portfolio enhances learning and scientific thinking skills portfolio focuses on the learning process, not just the outcome writing a portfolio makes learning conscious portfolio is a fare and just assessment method becoming aware of gaps in knowledge Lindblom-Ylänne, Levander & Wager 2003

10. Academic (professional) portfolio at the University of Helsinki covers all aspects of academic work: research, teaching, administration and activities outside the University is used to assess academic competence when filling posts and upgrading salaries a representative and organised collection of one's best work for public presentation http://www.helsinki.fi/henkos/english/development/pofoprinciples.htm

11. Structure of the academic portfolio at the University of Helsinki 1 (2) Basic information Personal and contact information Education and degrees Other necessary background information Research and scientific activities Experience of research and other scientific activities Research philosophy and ethics, primary fields of research Significant publications Research assessments and awards Activities in the academic community Vision and personal development Other scientific qualifications

12. Structure of the academic portfolio at the University of Helsinki 2 (2) Teaching and supervision Experience of undergraduate and postgraduate teaching and supervision Pedagogical approach and training Published study materials and use of educational technology Development of teaching and awards for teaching Participation in the assessment and development of teaching Strengths, development challenges and visions of one's teaching Other teaching-related qualifications Administration and other activities Administrative and management duties Duties in one's field outside the University Active role in society Publications, presentations and the dissemination of scientific knowledge through other means Other significant qualifications and duties

13. How could postgraduates and researchers benefit from self-assessment? How could teachers and supervisors benefit from self-assessment? Ways forward?

14. References Boud, David 1990. Assessment and the Promotion of Academic Values. Studies in Higher Education 15 (1). Klenowski, Val 2002. Developing Portfolios for Learning and Assessment. Processes and Principles. London: RoutledgeFalmer. Lindblom-Ylänne, Sari & Nevgi, Anne (eds.) 2003. Yliopisto- ja korkeakouluopettajan käsikirja. Helsinki: WSOY. Novak, Joseph D. & Gowin, D. Bob 1984. Learning How to Learn. Cambridge: Cambridge University Press.