students' responses to learning oriented assessment
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David Carless,
AHE, Birmingham
June 25, 2015
The University of Hong Kong
Students’ responses to learning-oriented
assessment
OVERVIEW
1. Learning-oriented assessment
2. Research base
3. Students’ perceptions
4. Ongoing research agenda
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LEARNING-ORIENTED ASSESSMENT To tackle competing
priorities
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circumnavigate formative/summative divides
and
A FOCUS ON STUDENT LEARNING By prioritizing student learning as a key
aim of all assessment
The University of Hong Kong
The University of Hong Kong
Learning-oriented assessment framework
Productive assessment task design
Student engagement
with feedback
Understanding quality in
the discipline
RESEARCH BASE 90 individual interviews with 54
students in various disciplines
Architecture, Business, Geology, History, Law
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ASSESSMENT TASK FEATURES
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FLEXIBILITY & CHOICE Flexibility, choice and personal
investment so that students develop ownership
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MIRRORING REAL-LIFE Tasks which mirror real-life
uses of the discipline
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Museum visit in History
Designing a village house in Architecture
MODES OF ASSESSMENT
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EXAMINATIONS
A fair test but a modest learning experience
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GROUP PROJECTS
Process versus product
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Influence of ‘intensity of grade-related desire’ (Carless, 2015)
OTHER TASK-RELATED ISSUES
Variety in assessment
One big task or several smaller tasks
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UNDERSTANDING THE NATURE OF QUALITY
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CRITERIA & RUBRICS “Lists of criteria are all the same”
“Vague … hard to understand”
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EXEMPLARS
Exemplars are more concrete
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More teachers should share exemplars
ENGAGEMENT WITH FEEDBACK
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FEEDBACK ISSUES
Timeliness & potential to be acted upon
Not easy to transfer to other modules
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UNUSUAL COMMENT ON FEEDBACK “My first semester grade is available but I have decided not to look at it.
The process is the most important feedback, a grade is less helpful …
I am looking for what I believe is right”
(Architecture student)
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CONCLUSION
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SUMMARY POINT
Student response to: TASKS; CRITERIA; FEEDBACK
central to implementing learning-oriented assessment
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ONGOING RESEARCH AGENDA1. Dialogic use of exemplars
2. Longitudinal study of how students process & use feedback
3. Assessment & feedback literacy for teachers and students
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The University of Hong Kong
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