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AssessmentASLearning:Astudent‐centeredapproachto

feedbackandassessment.

DrGeraldineO’Neill,UCDTeaching&Learning.

5thJuly,2013.VetEdConference.

SomequesQonstoconsiderinthispresentaQon

1.  Whatarethewiderpurposesofassessment?

2.  Howdotheselinkwithfeedbackandstudentsabilitytomonitortheirlearning?

3.  Howcanweuseapproachesinthecurriculumtohelpstudentstakemoreresponsibilitytomonitortheirownlearning?

Howcanweuseapproachesinthecurriculumtohelpstudentstakemoreresponsibilityto

monitortheirownlearning?

Tobeable,ondayone,tohavetheVeterinarySkills/Competencies,to:

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‘Beawareofpersonallimita1ons,anddemonstrateawarenessofwhenandfromwheretoseekprofessionaladvice,assistanceandsupport’.A1.12(Day1)andA2.11(Year1)

‘Developacapacityforself‐auditandwillingnesstopar1cipateinthepeer‐reviewprocess’A1.11(Day1)andA2.11(Year1)

hZp://www.rcvs.org.uk/document‐library/day‐and‐year‐one‐competences/

‘Beawareofpersonallimita1ons,anddemonstrateawarenessofwhenandfromwheretoseekprofessionaladvice,assistance

andsupport’.

TheEuropeanAssociaQonofEstablishmentsforVeterinaryEducaQon(EAEVE)DayOneSkills/Competencies

(SOPamendedMay2012,Budapest)hZp://www.eaeve.org/evaluaQon/standard‐operaQon‐

procedures.html

OtherDayOneSkills/Competencies,see,FVE&EAVEReport(June2013)onhZp://www.fve.org/uploads/publicaQons/docs

full_report_aw_curriculum_adopted.pdf

AstarQngpointistore‐thinkthewiderpurposesofassessment

(andfeedback)

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Whatarethewiderpurposesofassessment?

AS

FOR

OF

ASSESSMENT.. ..LEARNING

“AssessmentofLearningistheassessmentthatbecomespublicandresultsinstatementsorsymbolsabouthowwellstudentsarelearning.Ito:encontributestopivotaldecisionsthatwillaffectstudents’futures.Itisimportant,then,thattheunderlyinglogand

measurementofassessmentbecredibleanddefensible.”ManitobaEducaQon(2006,p55)

Whatarethewiderpurposesofassessment?

AS

FOR

OF

ASSESSMENT.. ..LEARNING

FOR(formaQveassessment)

AS(formaQveassessment)

OF(SummaQveassessment)

FOR(formaQveassessment)

AssessmentFORlearningoccursthroughoutthelearningprocess.

ItisinteracQve,withlecturersaligningtheirteachinghavingidenQfiedparQcularlearningneedsof

students,byselecQngandadapQngmaterialsandresources.

ProvidingimmediatefeedbackanddirecQontostudents.

(adaptedfromManitoba,2006)

Itcanbeteacher‐centered

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‘However'telling'studentsaboutthequalityoftheirworkthroughtheprovisionofteacherfeedbackwillleavemanystudentsunpreparedforlifebeyondtheuniversity.Itwillnotdevelophigh‐levelevalua1veskillsincomplexlearningdomains,wherestudentsareexpectedtoproducehigh‐qualityworkontheirown’.

(QAA,2010,DavidNicolcommenQngonSadler’swork).

AS(formaQveassessment)

AssessmentASlearningoccurswhenstudentsreflectonandmonitortheir

progresstoinformtheirfuturelearninggoals.

hAp://www.educaDon.vic.gov.au/studentlearning/assessment/

AssessmentASLearninghasarelaQonshipwithstudentslong‐

termabilitytoself‐monitortheirperformance

‘studiesshowedthatstudentsdeveloptheselfassessmentabilitythoughpracQcewithassessment‘as’learningandthisaccountsinpartforeffecQvelearningaiercollege’.

(Bryan&Clegg,2006,Innova1veAssessmentsinHigherEduca1on.London:TaylorFrancis)

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Theory of FormativeAssessment

Theory of Formative Assessment

Feedback

AssessmentAS

Learning

AssessmentFOR

Learning

Self RegulatedLearning

Adapted from Clark I. (2012) Formative Assessment: Assessment Is for Self Regulated Learning. Educational Psychology Review, 24, 205-249.

Model1:Assessment&Feedback

SomeDilemmasandIdeasfora)TeachingPracQce

b)Module/CurriculumDesign

(AssessmentFOR/ASLearning)

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SomeTeachingProblems/BoAlenecksNicol(2010)

Learnersdon’tunderstandtheassessmentcriteriasotheyunder‐perform

DifficulttoprovidevariedandrichfeedbackLearner’sperceiveliZleopportunitytoactonfeedback(poorQmingoffeedback)

LearnersappeartoodependentontheirteachersLearnersaredoingliZleworkmostoftheQmeTeachersdon’tgetenoughinformaQontoadaptteachingtolearners’needs

*hZp://www.ucd.ie/t4cms/Enhancing%20Assessment%20&%20Feedback%20in%20FY.ppt

Insummary‘Feedbackistoosparse,toolowinnutrients,orcomestoolatetobenefitthequalityoftheirlearning’(QAA,2007,p1)

Model2:Assessment&Feedback(Nicol,2009,2010)

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Some Remedies Problems or bottlenecks Remedies (drawn from the

principles)

* Learners don’t understand the assessment criteria so they under-perform * Difficult to provide varied and rich feedback * Learner’s perceive little opportunity to act on feedback * Learners appear too dependent on their teachers * Learners are doing little work most of the time * Teachers don’t get enough information to adapt teaching to learners’ needs

• Active engagement with criteria • Peer dialogue and feedback • Inter-relate assignments or drafts and redrafts • Enhance reflection and self assessment • Lots of assignments evenly spread through through the year • Online tests and short one-minute papers

(Nicol,20100)hZp://www.ucd.ie/t4cms/Enhancing%20Assessment%20&%20Feedback%20in%20FY.ppt

SomeIdeas:Example1:

‘Dialogue’onlearning

In‐classoron‐linepeerandself‐reviewofworkagainstassessmentcriteria.(Sadler,2010)

SeeVeterinaryClincialPathologyexample:Individualtopairtogroupdiscussion(Canfield&Krockenberger,2009,seeappendix1)

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AssessmentasLearningMonitoringMetacogniDon

Whatisthepurposeoflearningtheseconceptsandskills?WhatdoIknowaboutthistopic?

WhatstrategiesdoIknowthatwillhelpmelearnthis?AmIunderstandingtheseconcepts?

Whatarethecriteriaforimprovingmywork?HaveIaccomplishedthegoalsIsetformyself?

Example2:Useofself‐monitoringquesQons

(in‐class,inassignments,inpracQce..)

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MoreStudentCenteredIdeashZp://www.ucd.ie/t4cms/tleffecQvefeedback.pdf

3.StudentRequestedFeedback:Askstudentstosubmitspecificrequestsforareasforfeedbackatthebeginningofassignment.

4.ParDcipaDoninon‐linediscussions/on‐lineMCQ;s

5.ShowingEvidenceofAcDon:Studenthavetointegrate(highlight),innextassignment/performancethechangesmadefromfeedback

6.Useofapre‐submissioncheck‐list(pro‐forma):Studentsself‐assessonsomepre‐definedcriteriaandhanditinwithassignment.

7.Useofclickers/showofhandsfollowedbydiscussioninpairs

SimplereflecQvestrategies

8.In‐classlearningjournal:a)ThisweekIhavelearned...b)FornextweekIamfocusingon...c)IwillknowIamgeqngbeZerwhen…

9.In‐classgraphicalrepresentaDves,forexample,conceptmaps(theirunderstandingtodateofrelaQonshipsbetweenconcepts)

NB:Studentsthenseqnggoals/plansforlearning.

OfficeofLearningandTeaching,DE&T(2013)

Quickdiscussioninpairs:Doyou,orwherecouldyou,usethese?

Anyotherexamples?

1.  In‐classoron‐linepeerandself‐reviewofworkagainstassessmentcriteria

2.  Useofself‐monitoringquesQons3.  StudentRequestedFeedback4.  ParQcipaQoninon‐linediscussions/on‐lineMCQ’s5.  ShowingEvidenceofAcQon6.  Useofapre‐submissionselfassessmentcheck‐list(pro‐forma)7.  Useofclickers/showofhandsfollowedbydiscussioninpairs8.  InClassleanringlogs/journals9.  In‐classgraphicrepresentaQonsofknowledge.

10.  Other………………………………………..

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SomeDilemmasandideasinCurriculum/ModuleDesign

‘Balancingassessmentofandassessmentforlearningwell,itisargued,isakeyaspectofanintegraDveapproachtoenhancingassessment,..’inthecurriculum

QualityAssuranceAgencyforHigherEducaQon(2007) 27

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BalanceinaProgramme(Curriculum)betweenAssessment‘FOR/AS’Learningand‘OF’

Learning

AssessmentOF

AssessmentFOR/AS:oienincorporatedintoteachingand

learningacQviQes

Knight, 2001

Reduce summative graded assessment here

Increase formative assessment here

ModuleRe‐DesignExample1

UCDSocialScience

AssessmentReDesignYear1

Students(n=200)submiZeda1000wordessay(40%)andatthe

endofthesemesterhaveaonehourexam(60%).

Notutorials(economicreasons)

Year2

StudentsaZendedatutorial,facilitatedbyLecturer(8x25students),inthefirsthalfofthesemesterwheretheyengagedincreaQnganin‐classgroupconceptmapoftheirunderstandingofthematerial.•  Hadtotoshare,contrastandcomparetheir

interpretaQonoftheconceptmapwithotherstudents.

•  20%forparQcipaQoninthisacQvity,completedbyweek7.

InaddiQon,attheendofthesemesterstudentscompletea1000wordessay(80%)onweek12.

Theend‐of‐semesterwriZenexaminaQonwasremoved.

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ReducingandDiversifyingAssessmentin1stYearUCDSocialScience:Kennedy(2013)

hZp://www.ucd.ie/t4cms/UCDTLA0045.pdf32

Studentcomment‘Ifounditusefultoencourageourownindependentthinkingaroundtheideasthathadbeenpresentedandexplainedinthelectures

it'shelpfulindevelopinganunderstandingoftheconcepts.Tothinkforourselvesabouthowtheyareinterrelated’(Kennedy,2013)

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‘Thisquitesimplechangehasgiventhestudentsmorediversityinhowtheyareassessed;allowedmoredialoguearoundtheiden1tyofbeingasocialsciencestudent;

‐wasmoresociableanditshouldreducesomeoftheexamina1onpressureattheendofthesemester.Itwasareduc1oninandabeMeruseofmy1mewithstudents’

(Kennedy,2013)

Lecturercomment

OtherExamplesofCurriculumRe‐design

REAPprojects,Scotlande.g.Baxter,2007

PEWProgramInCourseReDesignprojects,USAOn‐lineLearningprojects,example,AustralianLearning&

TeachingCouncil(2013)

UNSW,AssessmentRedesignprojects,Australia(2013)

InSummary:Rethinking

‐AssessmentisnotjustforaccreditaQonpurposes,butneedstogivebothfeedbackonstudentlearningand,inparQcular,helpstudentstoself‐monitor(AssessmentASLearning)

‐AssessmentASlearningismorestudent–centered.asitassistsintheself‐monitoringtheirlearning.

‐EmbeddingsomedifferentteachingandmoduledesignapproachescanassiststudenttogainandretainthislifelonglearningskillfortheirpracQceasaVet

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AustralianLearning&TeachingCouncil(2013)UsingonlineenvironmentsforteachinglargeclassesCasestudy(Engineering&Chemistry)hZp://online.cofa.unsw.edu.au/learning‐‐‐to‐‐‐teach‐‐‐online/lZo‐‐‐episodes?view=video&video=271

Bryan,C.Clegg,H.(2006)Innova1veAssessmentinHigherEduca1on,London:TaylorFrancisGroup

Baxter,(2007).ACaseStudyofOnlineCollaboraQveWorkinaLargeFirstYearPsychologyClass:InAssessmentdesignforlearnerresponsibility29‐‐‐31May07

Canfield,P.J.,KrockenbergerMB(2009)AninteracQve,student‐centeredapproach,adopQngtheSOLOtaxonomy,forlearningtoanalyzelaboratorydatainveterinaryclinicalpathology.JournalofVeterinaryMedicineEduca1on.9(1):56‐61.

Chiou,C.(2008).Theeffectofconceptmappingonstudentslearningachievementsandinterest.Innova1oninEduca1onandTeachingInterna1onal,45(4),375‐387.

ClarkI.(2012)FormaQveAssessment:AssessmentIsforSelfRegulatedLearning.Educa1onalPsychologyReview,24,205‐249.

References

FAST(2013)FormaQveAssessmentinScienceTeaching(FAST)projectat:hZp://www.open.ac.uk/science/fdtl/

Gibbs,GandSimpson,C.(2004).CondiQonsunderwhichassessmentsupportsstudents'learning.LearningandTeachinginHigherEduca1onvol.1pp.3‐31.RetrievedApril6,2006,from:hZp://www.glos.ac.uk/adu/clt/lathe/issue1/index.cfm

Gibbs,G.(2006).Whyassessmentischanging.InC.BryanandK.Clegg(Eds),Innova1veAssessmentinHigherEduca1on,Routledge,London.

HEA(2013)AMarkedImprovement:TransformingAssessmentinHigherEducaQonhZp://www.heacademy.ac.uk/assets/documents/assessment/A_Marked_Improvement.pdf

Higgins,R.,Hartley,P&A.Skelton(2001):GeqngtheMessageAcross:TheproblemofcommunicaQngassessmentfeedback,TeachinginHigherEduca1on,6(2),269‐27

Juwah,C.,Macfarlane‐Dick,D,MaZhew,B.,Nicol,D.,RossD,&Smith,B.(2004)Knight,P.T.(2000)TheValueofaProgramme‐wideApproachtoAssessment.Assessment&Evalua1on,25(3),237‐251.

ManitobaEducaQon(2006)Rethinkingclassroomassessmentwithpurposeinmind:assessmentforlearning,assessmentaslearning,assessmentoflearning.hZp://www.edu.gov.mb.ca/k12/assess/wncp/rethinking_assess_mb.pdfaccessed3rdJuly2013.

Mutch,A,(2002)ThinkingStrategicallyaboutAssessment.Assessment&Evalua1oninHigherEduca1on,27,2,2002

Nicol,D(2007)E‐assessmentbydesign:usingmulQple‐choiceteststogoodeffect,JournalofFurtherandHigherEduca1on.31(1),53‐64.

Nicol,D(2007),LayingthefoundaQonforlifelonglearning:casesstudiesoftechnologysupportedassessmentprocessesinlargefirstyearclasses,Bri1shJournalofEduca1onalTechnology,38(4),668‐678

Nicol,D(2009),Transformingassessmentandfeedback:EnhancingintegraQonandempowermentinthefirstyear,PublishedbyQualityAssuranceAgency,Scotland

Nicol,D(2010)Frommonologuetodialogue:ImprovingwriZenfeedbackinmasshighereducaQon.AssessmentandEvalua1oninHigherEduca1on.35(5),501‐517

Nicol,D.&Macfarlane‐Dick,D.(2006).FormaQveassessmentandself‐regulatedlearning:AmodelandsevenprinciplesofgoodfeedbackpracQce.StudiesinHigherEduca1on,34(1),199‐218

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O’Neill,G(2010)Forma1veAssessment:Prac1calIdeasforimprovingtheefficiencyandeffec1venessoffeedbacktostudents,UCDTeachingandLearninghZp://www.ucd.ie/t4cms/UCDTLT0025.pdf

OfficeofLearningandTeaching,DE&T(2013)StrategiesforAssessmentASLearningaccessed2ndJuly2013.hZp://www.sofweb.vic.edu.au/blueprint/fs1/assessment.asp

PEWProject(2013)ProgramInCourseReDesignCentreforAcademicTransformaQon.hZp://www.thencat.org/PCR.htm

QAA(2010)DavidNicol‘Fourrecentpapersonassessmentandfeedbackwithsignificantimplica1onsforprac1ce,’EnhancementThemes.hZp://www.enhancemenZhemes.ac.uk/docs/publicaQons/four‐recent‐papers‐on‐assessment‐and‐feedback‐with‐significant‐implicaQons‐for‐pracQce.pdf

QAA(2007)Integra1veAssessment:BalancingAssessmentOfandFORLearning.UKTheQualityAssuranceAgencyforHigherEducaQon.accessed2ndJuly2013.hZp://www.enhancemenZhemes.ac.uk/docs/publicaQons/guide‐no‐2‐‐‐balancing‐assessment‐of‐and‐assessment‐for‐learning.pdf?sfvrsn=16

REAP(2010)Re‐engineeringAssessmentPrac1cesinSco`shHigherEduca1onhZp://www.jisc.org.uk/media/documents/programmes/elearningsfc/sfcbookletreap.pdf

Sadler,D.R.(2010)Beyondfeedback:Developingstudentcapabilityincomplexappraisal,Assessment&Evalua1oninHigherEduca1on.Assessment&EvaluaQoninHigherEducaQon,35,.5,535–550

Taras,M.(2006).Dountoothersornot:Equityinfeedbackforundergraduates,AssessmentandEvalua1oninHigherEduca1on,31(3),365‐377.

Taylor,J.A.(2008)AssessmentinFirstYearUniversity:AModeltoManageTransiQonJournalofUniversityTeachingandLearningPrac1ce–5/1,,20‐33

Kennedy,P(2013)ReducingandDiversifyingAssessmentin1stYearSocialScience:CaseStudyfromUCDAssessmentReDesignProjecthZp://www.ucd.ie/t4cms/UCDTLA0045.pdf

UNSW(2013)AssessmentASLearning.hZp://teaching.unsw.edu.au/assessment‐learningandhZp://teaching.unsw.edu.au/designing‐assessment‐learning

Appendix1CanfieldPJ,KrockenbergerMB.(2002)AninteracDve,student‐centeredapproach,adopDngtheSOLOtaxonomy,for

learningtoanalyzelaboratorydatainveterinaryclinicalpathology.JVetMedEduc.2002Spring;29(1):56‐61.

SourceFacultyofVeterinaryScience,UniversityofSydney,NewSouthWales,2006,Australia.p.canfield@vetp.usyd.edu.auAbstractINTRODUCTION:ThepurposeofthisstudywastodescribeandevaluateaninteracQve,student‐centeredteachingstrategyforlearningtoanalyzelaboratorydatainveterinaryclinicalpathology.ThestrategywasdesignedtooperateintutorialsofapproximatelyonehourduraQonandadoptedthestructureoftheobservedlearningoutcome(SOLO)taxonomyinordertoalignwithoutcomesandassessmentcomponentsofunitofstudydesignandtoencourageadeepapproachtolearning.METHODOLOGY:TheteachingstrategyadoptedgroupdiscussionandreflecQveobservaQonascoreacQviQes.StudentsworkedaloneinidenQfyingabnormallaboratorydata,inpairsindiscussingpossiblereasonsfortheabnormaliQes,andintwolargergroupsindecidingonconclusionsfor,andfurtherinvesQgaQonandmanagementof,thecase.Thefinaldebriefingbroughtthetwogroupstogethertoreflect,quesQon,andreachaconsensusaboutthecase.TheteachingstrategywasevaluatedonthebasisofitssuccessinencouraginginteracQonthroughdiscussion,developingselfconfidenceinanalyzinglaboratorydata,andenhancingunderstandingastohowthedisciplinesofveterinaryclinicalpathologyandveterinarymedicineinterrelate.EvaluaQonusedself‐reflecQon,peerfeedback,andastudentquesQonnaire.CONCLUSION:TheteachingstrategyprovidedtheopportunityforstudentstodevelopandpracQceanapproachtotheanalysisoflaboratorydatainamannerconsistentwithcurrenteducaQonalthinkingonstudent‐centeredlearning.TheuseofgroupdiscussionandsignificantreflecQvepracQcenotonlyenhancedinterpersonalskillsbutalsoencouragedadeepapproachtolearning,leadingtoownershipofknowledgeandincreasedawarenessoftheworthofveterinaryclinicalpathologyintheinvesQgaQveprocess.