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Workshop 2: Assessment

Workshop 2: Assessment. Jules Cassidy Dr Julie Baldry Currens. Aims and Learning Outcomes for this session. Aims of this session To demonstrate the importance of learning outcomes in the planning of learning activities Learning Outcomes of this sessio n

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Workshop 2: Assessment

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  1. Workshop 2: Assessment Jules Cassidy Dr Julie Baldry Currens

  2. Aims and Learning Outcomes for this session Aims of this session To demonstrate the importance of learning outcomes in the planning of learning activities Learning Outcomes of this session At the end of the workshop you will be able to: • Define the term learning outcome and the difference between this and other terms e.g. learning objective • Discuss the factors which are salient in the construction of learning outcomes. • Critique learning outcomes from a programme of study with which you are familiar. • Identify a range of assessment tasks relevant to a set of learning outcomes.

  3. Aims/Goals & Learning Outcomes Academics often find it easier to identify their aims when planning a programme or module or learning activity, than the Learning Outcomes. WHY might this be?

  4. Definition – Learning Outcomes Learning outcomes: ‘statements of what a learner is expected to know, understand and/or be able to do at the end of a period of learning.’ (Bologna Working Group 2005: 37)

  5. Learning Outcomes ..or Learning Objectives? • LOs are now used where previously we had Aims and Learning Objectives. • Learning Objectives are now thought to be too teacher centred and passive – focusing on us & what we do during the learning activity, and the content we present to learners in lectures, seminars etc. • Learning Outcomes, in contrast, are student centred with their focus on what it is that students can do, following a learning experience.

  6. Learning Outcomes • Help students to understand what they can be expected to know and be able to do at the end of the course • Provide a clear framework against which to measure students’ success and the effectiveness of the learning strategies adopted

  7. Learning Outcomes LOs are fundamental to good curriculum and learning activity design. LOs usually begin with a statement like: ‘At the end of this module/lecture/seminar students will be able to: LOs are usually expressed using active verbs.

  8. Constructive Alignment & Curriculum Design (Biggs 1999)

  9. Constructive Alignment ‘Constructive Alignment (Biggs, 1999) is one of the most influential ideas in higher education. It is the underpinning concept behind the current requirements for programme specification, declarations of Intended Learning Outcomes (ILOs) and assessment criteria, and the use of criterion based assessment.’ (Houghton 2004)

  10. Constructive Alignment ‘There are two parts to constructive alignment: • Students construct meaning from what they do to learn. • The teacher aligns the planned learning activities with the learning outcomes. The basic premise of the whole system is that the curriculum is designed so that the learning activities and assessment tasks are aligned with the learning outcomes that are intended in the course. This means that the system is consistent. (Houghton 2004)

  11. How to construct LOs (HEA) Learning outcomes should: • be written in the future tense • identify important learning requirements • be achievable and assessable • use clear language easily understandable to students (Overton 2005)

  12. How to construct LOs (HEA) ‘Learning outcomes should not use terms such as ‘understand’ or ‘appreciate’ as it is not immediately obvious to a student what they have to do in order to demonstrate that they ‘understand’ or ‘appreciate’ something. Tutors should think about how they ask their students to demonstrate their understanding. They may ask students, during an examination, to describe a process, to discuss a concept, to evaluate some data or to derive an equation. These are the tasks that the student actually does in order to demonstrate understanding, so these terms can be used to express the leaning outcomes.’ (Overton 2005)

  13. How to construct LOs (HEA) ‘There are no rules on how many outcomes are appropriate per lecture course or credit point and any attempt to standardise would be completely artificial. Some modules may have many outcomes that are fairly easily achieved and assessed. Other, perhaps higher level, modules may have fewer, more complex outcomes which are more demanding to acquire and demonstrate.’ (Overton 2005)

  14. Activity 1 – small groups • Review the LOs on the module specification • How would you rate the LOs? • What would you change / improve? Why?

  15. Assessment “ Assessment defines what the 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’s learning then change the method of assessment ” Brown and Pendlebury, 1997

  16. if we get it right, but unthinkable if we get it wrong.” Race, Brown & Smith (2005) p.xi ... . The results of our assessment influence our students for the rest of their lives and careers – fine if we get it right, but unthinkable if we get it wrong.” Race, Brown & Smith (2005) p.xi “ Nothing that we do to, or for, our students is more important than our assessment of their work and the feedback we give them on it ... fine if we get it right, but unthinkable if we get it wrong.” Race, Brown & Smith 2005 p.xi “ Students can escape bad teaching; they can't escape bad assessment ” Boud 1995

  17. Summative assessment Used to indicate the extent of a learner's success in meeting the assessment criteria [and LOs] Used to gauge the intended learning outcomes of a module or programme Toaward a mark or grade (QAA, 2006)

  18. Activity 2 – small groups How many summative assessment types can you name in 30 seconds?

  19. SUMMATIVE Exams: Coursework: Portfolios Essays Annotated bibliographies; Journal article + abstract Poster Design a ‘xxxx’ ... ... ... e.g.: Assessment Compendium http://phil-race.co.uk/ Unseen / Seen Long /short answers MCQ Open-book Practical exams OSCE Presentations Demonstration Viva voce

  20. Heppel, 2008

  21. Activity 3 – individuals How well does the summative assessment task match the LOs on the module specification? Activity 4 – in pairs • What would be an alternative assessment task that more effectively test the LOs? • Why is the new task better?

  22. Formative assessment Activity 5 How many different methods of offering formative feedback can you identify?

  23. Eg’s of FA Quizes + Test Q’s at home Short MCQs Simulations + Practice tasks Summarise what is known so far 1-2 mins summary of key points Prepare bullet point answer to mock Q Students prepare/present info on material not covered in class Statement banks Feedback sheets Self assessment against model answers Marking previous /parts of assessments using criteria Peer discussion/ review / assessment Peer +/or Computer aided Key issues listed on VLE Q+A in- session

  24. Formative assessment Activity 6 • Using the new summative assessment task, identify 2 formative tasks that would help promote learning and prepare for summative assessment.

  25. Bibliography Biggs, J. (1999) Teaching for Quality Learning at University, Buckingham: OUP. Bloom’s Taxonomy, Louisiana State University [online] Available from: http://www.biology.lsu.edu/heydrjay/Bloom%27s%20Taxonomy.gif [12 February 2010] Bologna Working Group (2005) A Framework for Qualifications of the European Higher Education Area, Copenhagen: Ministry of Science, Technology & Education [online] Available from: http://www.bologna-bergen2005.no/Docs/00-Main_doc/050218_QF_EHEA.pdf [10 February 2010]. Boud, D. (1995) Enhancing learning through self assessment London: Kogan PageComeaux, J. (2005)

  26. Bibliography Comeaux, J. (2005) Bloom’s Taxonomy, Louisiana State University [online] Available from: http://www.biology.lsu.edu/heydrjay/Bloom%27s%20Taxonomy.gif [12 February 2010] Houghton, W. (2004) Engineering Subject Centre Guide: Learning and Teaching Theory for Engineering Academics. Loughborough: HEA Engineering Subject Centre [online] Available from: http://www.engsc.ac.uk/er/theory/constructive_alignment.asp [13 February 2010] Overton, T. (2005) Writing Learning Outcomes, Higher Education Academy[online] Available from: http://www.heacademy.ac.uk/assets/ps/documents/primers/primers/ps0091_writing_learning_outcomes_mar_2005.pdf [11 February 2010]

  27. Bibliography QAA. (2001) The framework for higher education qualifications in England, Wales and Northern Ireland,QAA[online] Available from:http://www.qaa.ac.uk/academicinfrastructure/fheq/EWNI/default.asp#annex1 [15 February 2101] QAA . (2006) Code of Practice for the assurance of academic quality and standards in higher education; Section 6: Assessment of students QAA[online] Available from:http://www.qaa.ac.uk/academicinfrastructure/codeOfPractice/section6/default.asp [2 June 2011] Race, P., Brown, S. & Smith, B. (2005) (2nd ed) 500 tips on assessment London: Routledge Falmer Race, P. (2009) Assessment Compendium [online] Available from: http://phil-race.co.uk/most-popular-downloads/[26 October 2010]

  28. Thank you – any questions / comments ? j.cassidy@uel.ac.uk j.baldrycurrens@uel.ac.uk https://www.uel.ac.uk/qa/AssessmentPolicy.htm

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