effective assessment designs
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Designing and carrying out effective assessment
Masterclass, AHE conference
Birmingham June 24, 2015
David Carless
University of Hong Kong
The University of Hong Kong
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Overview
1. Two assessment task designs
2. Your views on good assessment design
3. Elaboration of key principles
4. Implications
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HISTORY CASE STUDY
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Making History course
• Foundation level, year 1, 110 students
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Making History LOs
Critical engagement with representations of past; interpret connections between past & present;
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History Assessment
Fieldwork report (30%): Museum visit
Individual project (40%): draft 10%, final 30%
Participation (30%):
tutorial participation 15%
short weekly written responses 15%
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Museum report
1000 words or podcast
Issues: key messages; use of space; coverage and omissions
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Sample Project (1)
Relationship between film & history
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Sample Project (2)
Walking tour of sites of Hong Kong identity
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Project stages
• Topic brief
• Draft (10%)
• Final version (30%): 3000 words
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LAW CASE STUDY
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Tort Law
• Core 1st year course: 180+ students
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Tort Law LOs
• Explain common torts and their functions
• Think critically about legal issues
• Analyse tort issues
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Tort Law Assessment
Reflective Media Diary (20%)
1st sem test (20%) or test 10% + photo essay 10%
Final Exam (60%)
or 40% + 20% research essay
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RMD
• identify tort law-related events in local media; track developments; provide legal analysis;
• portfolio-like: collecting, selecting, editing and analyzing material over time.
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RMD features
Steady student engagement
Promotes reading habits
Incomplete, authentic problems
Workload friendly for teachers
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Photo essay
Students photo tort law situations
Write a short legal analysis
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Photo essay features
Student-identified legal issues
Creative …. Iterative
Not easy to grade reliably
Minor option so might be ignored
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Use of exemplars
Sharing of samples to illustrate expectations
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Same-day exam feedback
Discussion immediately after exam
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Same-day exam feedback
Supplemented by online discussion
Novel angles may be added to marking scheme
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SHARING
What do you see as the key features of good assessment task design?
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Learning-oriented assessment
A major priority in all assessment should be to promote effective student learning processes (Carless, 2014)
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Productive assessment task design
Student self-evaluative capacities
Student engagement with feedback
Learning-oriented assessment framework
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TASK DESIGN PRINCIPLES
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(1) Integrated with instruction and ILOs
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Constructive alignment
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(2) Spreading student effort/sustained engagement
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(3) Mirroring real-life uses of the discipline
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(4) Integrated and coherent
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(5) Incorporates feedback dialogues
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(6) Supports student in understanding quality
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(7) Flexibility & choice
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(8) Encourage deep approaches to learning
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Programme-based approaches
Cumulative … integrated … coherent
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Issues & Challenges
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Student response
Students interpret assessment tasks based on their own preferences, experiences and motivations
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Double duty
Competing priorities in
assessment
Reliability, Fairness,
Workload, QA etc
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Lack of autonomy
Many teachers lack individual autonomy: pulled in different directions by competing assessment priorities (James, 2014)
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Limited incentives
Good assessment design: difficult, needing effort but may not be rewarded (Norton et al., 2013)
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Teacher X factor
Teacher will & determination to overcome barriers and strive for
… learning-oriented assessment
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Trust in teachers Innovative assessment thrives when teachers are trusted (Carless, 2009)
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Assessment literacy
Need for development in assessment (for learning) literacy of university teachers (cf. Price et al., 2012)
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Final words
“Being a good teacher is very much about being a good designer of tasks” (Knight, 2002)
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THANK YOU
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