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OU Workshop : 11th June 2012

Self-assessment: strategies and software to stimulate learning. Perspectives and questions about self-assessment Tony Gardner- Medwin Physiology ( NPP ), UCL www.ucl.ac.uk /~ ucgbarg. OU Workshop : 11th June 2012. The Why ?. We all want to cultivate student learning

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OU Workshop : 11th June 2012

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  1. Self-assessment: strategies and software to stimulate learning Perspectives and questions about self-assessmentTony Gardner-MedwinPhysiology (NPP), UCLwww.ucl.ac.uk/~ucgbarg OU Workshop : 11th June 2012

  2. The Why ? • We all want to cultivate student learning • We all dislike setting & marking exams • So what are we doing talking about (self-)assessment as a means to stimulate learning? • Need for effective tools to supplement staff-student contact time • It’s good to get students to control and drivetheir own learning • There’s increasing scope for self-assessment with IT

  3. Idealised Learning Assess = ad + sedere = to sit beside The elements: Thinking Challenging Practising Correcting Floundering Selecting Discussing Enjoying La Leçon de musique Jean-Marc Nattier (1710) Musée de la Musique de Paris Image licensedunderCreative Commons: http://en.wikipedia.org/wiki/File:Jean-Marc_Nattier,_La_Le%C3%A7on_de_musique_(1710).jpg

  4. Can learning resources be mentors ?

  5. Can self-assessment stimulate thinking and learning? Learning without thought is labour lost. Thought without learning is perilous. Confucius’ Analects (ca. 500BC) NB the tools may end up quite different from those for summative (or formative) assessments.

  6. Sports Practice – a model for self-assessment challenging, systematic, cooperative, fun. You learn from mistakes. You mark your boundaries and push them.

  7. The focus - Practicalities of Self-Tests • How should they differ from summative tests? • What is needed to motivate and enthuse? • How do you draw out uncertainties and misconceptions? • Can you discourage simply rote learning of Qs & As? • Who decides what each student does? • Individual or collaborative working / student choice? • Prescribed tests & Q selections / student choice? • Before/after teaching or study (/ student choice)? • Should marks be ignored by teachers (or be anonymous)? • How should feedback to students work best? • Should feedback be instant / delayed? • Adaptive tests? Or student exploration of resources? • Encourage open (anonymous?) student comments on Qs, issues? • How best can we deploy staff & student time? • How constructive is student writing/editing of questions? • When to use teachers, and when computers?

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