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Assessment and Feedback

Assessment and Feedback. Inclusive curriculum Design. Why do we have assessment in Higher Education ?. In groups, discuss ( 5 minutes ) Can you list at least three reasons ?. Some words used to talk about assessment. assessed coursework; evaluation; formative; summative;

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Assessment and Feedback

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  1. Assessment and Feedback Inclusive curriculum Design

  2. Why do we have assessment in Higher Education? In groups, discuss (5 minutes) Can you list at least threereasons?

  3. Some words used to talk about assessment • assessed coursework; • evaluation; • formative; • summative; • criterion referenced; • norm referenced; • item analysis; • diagnostic; • peer review; • group assessment; • self assessment; • peer assessment. • standardisation; • objective; • marking criteria; • exam; • subjective; • low-stakes; • high-stakes; • test; • assignment; • quiz; • constructed response; • selected response;

  4. What makes a good assessment? What do you think are the main features of a good assessment?

  5. Fundamental principles of assessment Validity. Reliability. Practicality. Accessibility.

  6. Validity Content Coverage and Range Construct Face

  7. Test and item. • Marker. • Resources. • “Real world”. Reliability Practicality

  8. Some quotations on assessment in HE “For many years I taught in universities. . . . I marked thousands of scripts without examining what the scripts could teach me about my capacity as a teacher and examiner.” Ashby (1985: v) “It is now thirty years since serious doubts were raised about examinations, yet despite the fact that there has been no serious shortage of critics since then, very little has changed.” Cox (1967: 352) “Something like 90% of a typical university degree depends on unseen time-constrained written examinations, and tutor-marked essays and/or reports.” Race (2001: 5)

  9. “...institutional assessment efforts should not be concerned about valuing what can be measured but, instead, about measuring that which is valued.” Banta et al (1996: 5) “assessment plays a critical role in determining the quality of student learning” and “a conception of assessment for learning first and grading second implies the use of a spectrum of methods” Ramsden (1992:177 and 185) Some quotations on assessment in HE “Description of a grade: An inadequate report of an inaccurate judgment by a biased and variable judge of the extent to which a student has attained an undefined level of mastery of an unknown proportion of an indefinite material.” Dressel (1983:12)

  10. National union of students’ principles of effective assessment (2009) Should be for learning, not simply of learning Should be reliable, valid, fair and consistent Should consist of effective and constructive feedback Should be innovative and have the capacity to inspire and motivate Should measure understanding and application, rather than technique and memory Should be conducted throughout the course, rather than being positioned as a final event Should develop key skills such as peer and reflective assessment Should be central to staff development and teaching strategies, and frequently reviewed Should be of a manageable amount for both tutors and students Should encourage dialogue between students and their tutors and students and their peers

  11. Plagiarism

  12. Grading, Marking Criteria, Moderation Consider This:-

  13. Feedback Student views on feedback (10 minute video) National Student Survey NUS Principles What is feedback?

  14. References Ashby, E. (1985), preface to Brewer, I. Learning more and Teaching less. Guildford: Society for Research into Higher Education & NFER-Nelson. Atkins, M.J., Beattie, J. and Dockerell, W.B. (1993) Assessment Issues in Higher Education, Department of Employment. Banta, T. W., Lund, J. P., Black, K. E., & Oblander, F. W. (1996) Assessment in practice: Putting principles to work on college campuses. San Francisco: Jossey-Bass. Cox, R. (1967) “Resistance to Change in Examining”, Universities Quarterly, 21, pp. 352–358. DichtlJ. (2003) Teaching Integrity The History Teacher 36: 3, 367-373 Society for History Education Dressel, P. (1983) "Grades: One more tilt at the windmill." in A.W. Chickering (Ed.), Bulletin. Memphis: Memphis State U. Center for the Study of Higher Education. Race, P. (2001) The Lecturer's Toolkit. (2nd ed) London: Kogan Page Ramsden, P. (1992) Learning to Teach in Higher Education. London: Routledge. Sutherland-Smith W. (2005) Pandora’s box: academic perceptions of student plagiarism in writing. Journal of English for Academic Purposes 4 (2005) 83–95 UoB(2003) Statement on Academic Integrity. Academic Standards and Support Unit University of Bradford http://www.brad.ac.uk/admin/acsec/assu/statement_on_academic_integrity.htm accessed 20/1/10

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