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Biggs (1999) “constructive alignment” “ Fit for Purpose ” assessment aligns an institution’s T&L goals to its T&L practices “ Dynamic Assesment ” attempts to modify performance through examiner assistance Goal( DA) “.. To achieve learning potential rather than judgement of performance ..”.
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Biggs (1999) “constructive alignment” “Fit for Purpose” assessment aligns an institution’s T&L goals to its T&L practices “Dynamic Assesment” attempts to modify performance through examiner assistance Goal( DA) “.. To achieve learning potential rather than judgement of performance..” Dynamic Assessment & CAA Combined Studies
Orals Judgement Vs Demonstration of achievement and development Partial Credit diagnostic back-tracking to: detect understanding and mis-understanding giving “CREDIT” where learning potential is demonstrated Dynamic Assessment Combined Studies
Why? [ Purpose] Teaching and learning alignment Integration of the learning and asssessment How? CAA e.g. Partial Credit V/M LE “fit for learning” [ dynamic assessment] Fit for Purpose Combined Studies
How do we build “learning environments” [ICT ( CAA/ V/M LEs) ] that enable learners and designers to align: learning and assessment performance and judgement potential and achievement Research Question(s) Combined Studies
Learning potential assessment Mediated assessment “Testing-the-limits” Swanson, H L & Lussier, C M (2001) A Selective Synthesis of the Experimental Literature on Dynamic Assessment, Rev. Ed. Research, 71,2,321-363. Dynamic Assessment Combined Studies
