assessment principles workshop · assessment principles workshop •aim-to create draft assessment...
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The Electronic Management of Assessment Programme
The Assessment and Feedback Project
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ASSESSMENT PRINCIPLES WORKSHOP
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ASSESSMENT PRINCIPLESWORKSHOP• Aim-To create draft assessment principles that can be circulated for
consultation and feedback
• Objectives
• To reflect on how pedagogy underpins process
• To recognise the importance of EMA processes aligning with assessment principles
• To clarify whether we need Assessment Principles AND Feedback Principles OR A&F Principles
• To start to think about the most effective mechanisms for dissemination and incorporation across the institution
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WHY DO WE NEED ASSESSMENT PRINCIPLES?
-To ensure a collective understanding surrounding the purpose of assessment and how it should feed into learning
-To articulate important concepts, start to outline their meaning and point towards implementation
-To outline what good look practice looks like in order to direct change and evaluate progress towards improvement
-To provide a tool for colleagues as they design, implement and reflect on assessment policies and practices
-To underpin TEL with good pedagogic practice
-To concisely draw together research evidence supporting each principle
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WHAT DO GOODPRINCIPLES LOOK LIKE?• David Nicol:
• The essential meaning should be clear
• They should avoid stating the obvious and instead point to higher aspirations
• They should be action-orientated but not be overly specific
• They should have broad relevance-there should be a number of ways of implementing a principle depending on the discipline and teaching context
• They should be evidenced in published research
• They should not be confused with procedures
• There should be minimal overlap across a set of principles-each should be defined independently
• Avoid excessive numbers of principles-too many will dilute the message and make it more difficult for colleagues to remember them 6
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HOW HAVE OTHER PROVIDERS OUTLINED THEIR ASSESSMENTPRINCIPLES?
• Principles are headlines but these are just the starting point
• Almost all providers also offer a compelling case in support of each principle
• Most offer a range of examples of implementation in different disciplines
• This additional content is crucial if we are to use Assessment Principles as a basis for reflecting on current assessment practice
• E.g. University of Bristol
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DISSEMINATION ANDINCORPORATION
Examples from other providers:
• Information cards including ideas for implementation e.g. University of Hertfordshire
• Flyers
• Inclusion in student handbooks
• Welcome Week slides
• Principles of Feedback blog e.g. York St John
• Project funding
• Self evaluation toolkits
• Workshops to facilitate the adoption of principles in modules e.g. University of Ulster
• Incorporation into programme validation documentation to ensure discussions occur early in curriculum design
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WORKSHOP STRUCTURE• 12.00 Lunch
• 12.15 Overview
• 12.25 Divide into groups to consider 6 main exemplars on coloured card
• 12.50 Pause for group feedback and reflection
• 1.45 Groups share interim drafts
• 2.30 Final review and collection of draft materials. Consolidation and editing leading to a draft that can be circulated electronically.
• 2.45 Final plenary
• 3.00 Finish
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GROUPS
• Group 1: Deb, Cindy, Beverly, Tim
• Group 2: David, Helen, Joy, Vicki, Andrew
• Group 3: Nina, Niall, Mark, Peter
• Group 4: Emma, Michelle, Chloe, Keith
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12.50 REFLECTION POINT• Pause for feedback and reflection
• We might start to think about:
• Do we want separate assessment and feedback principles or just one set of A&F principles?
• Student engagement with A&F is important (refer to revised NSS questions about A&F and then about engagement). Is student engagement at the heart of our Principles?
• What are the principles for and are they fit for that purpose?
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