assessment as practice module 4 week 3 dr carol azumah dennis [email protected]
TRANSCRIPT
You will be able to ...
• Critically analyse theories, principles and applications of formal and informal assessment and their application to learning and teaching practice.
You will be able to ...
• Critically analyse theories, principles and applications of formal and informal assessment and their application to learning and teaching practice.
You will be able to
• Design, plan and implement formal and informal assessment strategies to enable learning and progression.
You will be able to
• Design, plan and implement formal and informal assessment strategies to enable learning and progression.
You will be able to ...
• Understand how to critically evaluate and improve own assessment practice
You will be able to ...
• Understand how to critically evaluate and improve own assessment practice
formal
text based
informal
non-text based
Multiple choice
Essay
Short answer questions
Open book exam
Skills testWritten test
Peer Assessment
Self Assessment
Oral exam
Discussion
Role Play
Case study
Multiple choice
Essay
Short answer questions
Open book exam
Skills testWritten test
Peer Assessment
Self Assessment
Oral exam
Discussion
Role Play
Case study
tutorial
learning journal
question & answer
project
assignments
conversationapplication form
practical activity
Other types ....◉ Academic◉ Assessor led◉ Benchmarking◉ Competence based◉ Diagnostic◉ Direct◉ Evidence◉ Formal
◉ Formative◉ Holistic◉ Independent◉ Indirect◉ Informal◉ Initial ◉ Integrated◉ Internal
... of assessment◉ Ipsative◉ Learners led◉ Norm-referencing◉ Objective◉ Proficiency ◉ Process◉ Product◉ Profiling
◉ Qualitative◉ Quantitative◉ Screening◉ Subjective◉ Summative◉ Triangulation◉ Vocational ◉ Criteria-referencing
• Select three types of assessment to discuss
• How often do you use this type of assessment
• How might you incorporate it into your practice
• Do you agree with where it is positioned on the template; where else might you position it - why
Who needs to do what?
• What responsibility do different stakeholders
have in the assessment process?
learner assessor organisation
Methods of assessments• Adding to the types of assessment,
what assessment methods can you think of?
• What are the advantages or limitations of each?
Methods of assessments
• With reference to three different types of assessment – what particular issues of reliability and validity will you need to consider?
But...
◉ Valid ◉ Authentic
◉ Current
◉ Sufficient
◉ Reliable
Recognising & Recording Progress & Achievement in non-accredited learning
• Appropriate Aims
• Initial assessment
• Learning objectives
• Formative: Recognition and recording of progress
• Summative: tutor & self-assessment; progress review
http://www.rarpatoolkit.com/en/rarpa.asp
...‘what if.’ • Some learners are treated less
favourably• The organisation does not make
reasonable adjustment
Access for All• Dyslexia• Disability• Hearing impairment• Visual impairment• Varying work patterns• Linguistic diversity
And what if ...• Gender• Disability• Race• Religion & belief• Sexual orientation
• What can you do to make sure your assessment practice is inclusive and fair to all learners?
• It might help to think in terms of learner, assessor and organisational responsibility?
Can you ...
• Critically analyse theories, principles and applications of formal and informal assessment and their application to learning and teaching practice.
Can you ...
• Design, plan and implement formal and informal assessment strategies to enable learning and progression.
Can you ...
• Understand how to critically evaluate and improve own assessment practice
Knowledge & Understanding• theories, principles and applications of in/formal assessment and their
roles in learning and evaluation • significance of equity & diversity for the assessment
Professional Skills• how to plan/design & conduct in/formal assessment• how to give feedback to promote progress and achievement
Transferable Skills• demonstrate knowledge of the minimum core in own practice • how to evaluate and improve own assessment practice
Part A
• Report outlining their selection, application and evaluation of an assessment strategy and associated methods (1,500 words)
◉Strategy National Test & ILP
◉Selection Little choice, Policy driven only one available
◉Application Choice, i.e. examining board, timing & emphasis – summative - formative, always supplemented
◉Evaluation National Test - unreliable and invalid –quality process; with ILP more meaningful
• The assessment used for my area of work is the National Test – a 40 question multiple choice exam. I am critical of it but use because policy demands it. I teach learners beyond the test and de-emphasise its significance. I also supplement it with informal individual learning plans to make sure learners have amore reliable Ipsative assessment profile.
• Draft an initial position statement on assessment in your area. This is a one or two sentence answer to the question.
Part B
• Trainees will submit examples of feedback, ILP/ILTs with a commentary and or other documents which demonstrate understanding of, and commitment to, the principles of equality and diversity in the assessment process. (1,000 words)
Individual Learning Plan◉SMART Individual needs – researching
support
◉What do you need formal question to ensure capacity
◉Who will do what tutor actions / learners actions
◉Comments - tutor adult learners lives: equity, diversity, disability
◉Comments - student
Impact of assessment & sense of what next
Part C
• Planning and delivering learning:Reflective commentary on personal and professional development during Year 1 (1500 words)
◉observation establish your context in detail
◉conceptualisation what are the key issues, ideas, considerations, frustrations, challenges, rewards, theories
◉experimentationwhat have you done differently, what do you understand differently, unlearning, identity, testing ideas out
◉experience What is the outcome of the above activity? confidently entrenched in your own position? how does your terrain look from this angle?
• We shall never cease from explorationAnd the end of all our exploringWill be to arrive where we startedAnd know the place for the first time.
T. S. Eliot(1888 - 1965)
• [learning as] a generative dance on the edge of a volcano, a ‘camping on seesaws’
my emphasis
(Hedberg et al., 1976).