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Assessment for student learning David Carless, Plenary HKU AfL conference, May 14, 2015 The University of Hong Kong

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Page 1: Assessment for student learning

Assessment for student learning

David Carless,Plenary HKU AfL conference,

May 14, 2015

The University of Hong Kong

Page 2: Assessment for student learning

Overview

1. Researching teaching award winners

2. Learning-oriented assessment

3. Assessment task design

4. Implications

The University of Hong Kong

Page 3: Assessment for student learning

Research process The University of Hong Kong

Classroom observations 　

Interviews with teachers & students

HistoryLaw

Business ArchitectureGeology

Page 4: Assessment for student learning

Learning-oriented assessment

To tackle competing priorities

&

circumnavigate formative/summative divides

The University of Hong Kong

Page 5: Assessment for student learning

A focus on student learning

By prioritizing student learning as a key aim of all assessment

The University of Hong Kong

Page 6: Assessment for student learning

The University of Hong Kong

Productive assessment task design

Understanding quality in the discipline

Student engagement with feedback

Learning-oriented assessment framework

Page 7: Assessment for student learning

What might be some features of good assessment task design?

The University of Hong Kong

Page 8: Assessment for student learning

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

Page 9: Assessment for student learning

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

Page 10: Assessment for student learning

Flexibility & choice

Flexibility, choice and personal investment so that students develop ownership

The University of Hong Kong

Page 11: Assessment for student learning

Feedback & task design

Assessment designed to facilitate feedback processes

In which students seek, generate and act on feedback

The University of Hong Kong

Page 12: Assessment for student learning

Implications

The University of Hong Kong

Page 13: Assessment for student learning

Relational trust

Trust as key factor in feedback processes (Carless, 2013)

The University of Hong Kong

Page 14: Assessment for student learning

Trust in teachers Innovative assessment thrives when teachers are trusted (Carless, 2009)

The University of Hong Kong

Page 15: Assessment for student learning

Excellence in University Assessment …

An impossible mission (Barnett, 2007)

The University of Hong Kong

Page 16: Assessment for student learning

Teacher X factor

Teacher will & determination to overcome real or perceived barriers and strive for… learning-oriented assessment

The University of Hong Kong

Page 17: Assessment for student learning

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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