www.kent.ac.uk assessment introduction unit for the enhancement of learning and teaching
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www.kent.ac.uk
Assessment Introduction
Unit for the Enhancement of Learning and Teaching
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A question…
A student has worked the following mathematical problem:
269
23 x
5380
787
6167
• Working individually, give this student a mark out of ten
Mark = ……/10
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Consider…
• Was your judgement based on process or product?
• What might affect the mark you gave?
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Assessment needs to be
• Valid (measures what it is supposed to)
• Reliable (reproducible results)
• Transparent
• Free of bias
• Practicable
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Reproducibility
The consistency or reproducibility of an assessment:
• Markers: do they agree?
• Can the test be repeated to achieve the same results?
• Internal: does it agree with itself?
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But…
• Is this achievable• In a discipline?• Across an institution?
• How widely can or should results be reproduced?
• Are these desirable educational purposes?
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Why assess?
• Assessment is central to teaching and learning
• Diagnostic (placement)
• Summative (certification)
• Formative (aiding learning)
• Move towards ‘sustainable’ assessment (Boud 2000)
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Planning assessment
• Integral to curriculum planning
• Defining learning outcomes
• Linking assessment criteria and learning outcomes
• Assessment tasks should be designed so that students can demonstrate achievement of the learning outcomes
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What is being assessed?
• Content learning
• Skills (generic)
• Skills (subject specific)
With what effect?
• Deep / surface learning
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Assessment and Feedback
Assessment by whom?
• Staff, peer, self
How?
• Three main forms- written, oral, performance
Feedback?
• Written, oral, recorded
• Motivation, engagement
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Assessment workload
• Staff
• Students
• Usefulness of assessments
• Marking load
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References
• Boud D 2000 Sustainable Assessment: rethinking assessment for the learning society, Studies in Continuing Education, Vol 22, No 2.
• Gibbs G & Simpson C (2004) Conditions under which assessment supports students’ learning, Learning and Teaching in Higher Education, Issue 1.
• Knight, P (2007) ‘Grading, classifying and future learning’ Ch 6 in D Boud & N Falchikov, Eds, Rethinking assessment in Higher Education, Oxon: Routledge.
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References
• Knight, P 2001 Assessment: A briefing on Key Concepts, LTSN Generic Centre Assessment Series Number 7, LTSN Generic Centre: York.
• Price, M; Handley, K & O’Donovan, B (2008) Feedback: What’s in it for me? Paper presented at the 4th EARLI/Northumbria Assessment Conference, Berlin. Available from http://www.iqb.hu-berlin.de/veranst/enac2008?reg=r_11.