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PRESENTER: N. LEACH

PRESENTER: N. LEACH. TRANSFORMING ASSESSMENTS An investigation into the assessment strategy for Commercial Law for Accountants 1. Transformation. Focus: Assessment strategy.

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PRESENTER: N. LEACH

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  1. PRESENTER: N. LEACH TRANSFORMING ASSESSMENTS An investigation into the assessment strategy for Commercial Law for Accountants 1

  2. Transformation

  3. Focus: Assessment strategy “Assessment is considered to be a fundamental by which the teacher can regulate his or her teaching activity along the way and by which the student can regulate his or her own learning process.” Coll, Rochera, Mayordomo, Naranjo (2007)

  4. Assessment strategy

  5. Criteria

  6. Themes Preparation Degree of complexity Assessment criteria Management of assessments Appropriateness of the design of assessment Alignment with specific outcomes and CCFOs Feedback Recommendations

  7. Sample

  8. RESULTS

  9. Results(Themes) Preparation of student Appropriateness of the level of assessment Appropriateness of the form of assessment Management of the assessment Assessment informed the teaching and learning process

  10. PREPARATION

  11. Fig.2: Students informed of the weekly tests?

  12. Fig. 3: Students informed of tutorials?

  13. Fig. 4: Timeous feedback on tutorials?

  14. Fig. 5:WebCT Test -Did lecturer prepare student?

  15. Fig. 6:Written Test-Did lecturer prepare student?

  16. APPROPRIATENESS OF LEVEL OF ASSESSMENT

  17. Fig. 7: Degree of difficulty of WebCT Tests?

  18. Fig. 8: Degree of difficulty of tutorials?

  19. Fig. 9: Degree of difficulty of WebCT test?

  20. Fig. 10: Degree of difficulty of Written test?

  21. APPROPRIATENESS OF FORM/DESIGN OF ASSESSMENT

  22. Fig. 11: Tests helped prepare for lectures?

  23. Fig. 12:Recommend the weekly WebCT tests?

  24. Students’ reasons? Improves understanding informative Relevant and Clear Forced to prep for class Tests not challenging Law not for Accounting students easy

  25. Lecturer’s reasons? Less time spent on rudimentary concepts Higher levels of Bloom’s taxonomy are reached Allows students to work independently Students take responsibility for their own learning Critical questions become the norm Class participation is fostered Relevant questions are posed in class Builds confidence

  26. Fig. 13: Tutorials helped prepare for tests?

  27. Fig. 14: Recommend tutorials?

  28. Students’ reasons? Helps to understand the work Prepare for examinations Good foundation Helps to practice Students fail because they did not do all the tuts No feedback or explanations are given Tuts are difficult Identify and rectify mistakes Difficult but useful

  29. Lecturer’s reasons? Adds to variety of assessments Gives fair opportunity to pass the subject Effective tool to assess deep learning Warns of problem areas prior to examinations Gives fair opportunity to pass the subject Require a good understanding of the work Gradually develops the required skills

  30. Fig. 15: Recommend WebCT test?

  31. Students’ reasons? Answers are given Don’t have to explain the answer Merely need to guess Perform better Server is forever down You can’t express yourself Writing is better Test confusing and not easy Boosts the marks Feedback quicker

  32. Lecturer’s reasons? Focuses on the lower levels of Bloom’s taxonomy Capacity to evaluate the higher order skills is limited

  33. Fig. 16: Recommend Written test?

  34. Students’ reasons? Tested thoroughly Easy when attending class and working True reflection of capacity Set at right level Test is challenging Answers not given Tests forces you to study Test difficult, stressful, time consuming Feel under pressure Must study all the work Fail the test Too much writing Allowed to express understanding Must formulate answers logically

  35. Lecturer’s reasons? Following specific outcomes in the subject guide enables students to handle even the most difficult of assessments Good mix of questions across Bloom’s taxonomy

  36. MANAGEMENT OF FORMATIVE ASSESSMENTS

  37. Fig. 17: Number of weekly tests completed

  38. Fig. 18: Were tutorials completed as scheduled?

  39. Fig. 19: Number of tutorials completed?

  40. STUDENT PERFORMANCE 2009

  41. Fig. 20: Student Performance 2009

  42. Fig. 21: Student Performance 2009

  43. CONCLUSION Assessments meet criteria of fairness Assessments inform the teaching and learning process Assessment strategy fit for purpose HOWEVER

  44. Creating most favourable conditions to encourage student involvement is not enough, lecturer has to TUTOR SUPPORT FOLLOW UP

  45. RECOMMENDATIONS Implement mechanisms through which class room management can be evaluated Use of WebCT tests as a summative assessment in Commercial Law for Accountants 1 must be reconsidered

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