assessment for student learning
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Assessment for student learning
David Carless,Plenary HKU AfL conference,
May 14, 2015
The University of Hong Kong
Overview
1. Researching teaching award winners
2. Learning-oriented assessment
3. Assessment task design
4. Implications
The University of Hong Kong
Research process The University of Hong Kong
Classroom observations
Interviews with teachers & students
HistoryLaw
Business ArchitectureGeology
Learning-oriented assessment
To tackle competing priorities
&
circumnavigate formative/summative divides
The University of Hong Kong
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
Productive assessment task design
Understanding quality in the discipline
Student engagement with feedback
Learning-oriented assessment framework
What might be some features of good assessment task design?
The University of Hong Kong
Sustained engagement Facilitating persistent intellectual engagement via a series of well-designed tasks
And/or a cumulative task, such as a portfolio
The University of Hong Kong
Mirroring real-life
Tasks which mirror real-life uses of the discipline
Museum visit in HistoryDesigning a village house in Architecture
The University of Hong Kong
Flexibility & choice
Flexibility, choice and personal investment so that students develop ownership
The University of Hong Kong
Feedback & task design
Assessment designed to facilitate feedback processes
In which students seek, generate and act on feedback
The University of Hong Kong
Implications
The University of Hong Kong
Relational trust
Trust as key factor in feedback processes (Carless, 2013)
The University of Hong Kong
Trust in teachers Innovative assessment thrives when teachers are trusted (Carless, 2009)
The University of Hong Kong
Excellence in University Assessment …
An impossible mission (Barnett, 2007)
The University of Hong Kong
Teacher X factor
Teacher will & determination to overcome real or perceived barriers and strive for… learning-oriented assessment
The University of Hong Kong
Final words
“Being a good teacher is very much about being a good designer of tasks” (Knight, 2002, Being a Teacher in Higher Education)
The University of Hong Kong
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