assessments and assessment frameworks

Assessments and Assessment Frameworks

RobertWagenaarOverallCoordinator

2nd General Meeting CALOHEE ProjectPorto, 18 – 19 November 2016

Outline

1. Assessments in HE in Europa: Outcomes CALOHEE questionnaire

2. Generic Competences assessed3. Assessment Frameworks: the CALOHEE

model4. Assessment Frameworks: the practice

1. Assessments (1)

OutcomesQuestionnaireMODESOFASSESSMENT

Somegeneralobservations:

- CompletedbynearlyallInnerCirclemembers- CompletingprovedtobeachallengeduetoformatofSurveyMonkey:Original

designcouldnotbeapplied- PDFprintwasrequiredtocompletetheSurvey- Somemodesofassessmentmissing,suchas‘peerreviewing’/‘workplacement

andreport’,othersnotwellunderstood,like‘departmentalcourseexamination’(terminologyissue)

- Decouplingcyclesledtounclearness:‘dissertation’(MA)/‘Undergraduatethesis’(BA)

- Challenginglinkingmodesofassessmentto‘genericcompetences’

Assessments (2)

Assessments (3)

Assessments (4)

Somehighlights:

Assessments (5)

Q10:HEinstitutionsetrulesandregulationsforassessment,whichareoutlinedinapolicydocument

In90%ofthecasesmadepublic

Assessments (6)

Assessments (7)

Assessments (8)

Assessments (9)

Q18: Inoneormoreoftheunitsoftheprogramme(s)continuousevaluationorassessmentappliedaseitheraformative*orsummative**modeorbothisapplied:

Howtoreadtheseoutcomes?

Assessments (10)

Q19: Modesofassessmentusedinprogramme(s),makingadistinctionbetweenBAorMAorintegratedMA(answered86,skipped27):

Assessments (11)

Q19: Modesofassessmentusedinprogramme(s),makingadistinctionbetweenBAorMAorintegratedMA(answered86,skipped27):

Assessments (12)

(Q20)MostfrequentassessmentmethodsappliedinprogrammesforfirstyearBAandfirstyearIntegratedBA:

Essaywriting,OralExamination,WrittenExamination,Other(+widespreadofmodes)

(Q21)MostfrequentassessmentmethodsappliedinprogrammesfornextBAyearsandnexttwoyearsofintegratedMA:

Dissertation,Essaywriting,OralExamination,WrittenExamination,Other(+widespreadofmodes)

(Q22)MostfrequentassessmentmethodsappliedinprogrammesforMAandlastyearsofintegratedMA:

Dissertation,Essay,Longtermpaper,OralExamination,WrittenExamination(+widespreadofmodes)(Undergraduatethesis?)

2.Generic Competences assessed (1)

Q23-25: Modesofassessmentmostappropriatetoassessthefollowinggeneral/genericcompetences/transversalskills?AdistinctionismadeagainbetweenanBA,MAandanintegratedMAdegree.

Generic Competences assessed (2)

Q23-25: Modesofassessmentmostappropriatetoassessthefollowinggeneral/genericcompetences/transversalskills?AdistinctionismadeagainbetweenanBA,MAandanintegratedMAdegree.

3. Assessment Frameworks: the CALOHEE model (1)

SubjectAreabasedAssessmentFrameworksDiscussionPaperonthedesignofAssessmentFrameworksbasedonSectoralandSubjectAreaQualificationsFrameworks

1) Definition2) ApplicationofQualificationsFrameworksandso-called

dimensions,3) Multi-dimensionalparameters:Knowledge(theory,

methodology),Knowledgeandskillsapplication,employabilityandcivicrelatedcompetences

4) Structureoftheframework:topicsofassessmentandrelatedTLAs

Assessment Frameworks: the CALOHEE model (2)

Definition:

1. Table containingthelearningoutcomesordescriptorsdefinedaspartofaSubjectAreaQualificationsFrameworkandmoreprecisesubsetsofeachoneofthem.

2. Subsets,takentogether,describesinmoredetailthekeyelementsandtopicscoveredbyalearningoutcomestatement.

3. AssessmentFrameworkofferinsightinthemostappropriatestrategiesandapproachestoassessingtheconstituentelementsofeachlearningoutcome.


Assessment frameworks based on parameters/dimensions

Common body of knowledge, skills and wider competences

Employability

Assessment framework

Civic, social and cultural engagement

Knowledge: theory and

methodology

Application knowledge and skills

DIM

ENSIO

NS

PARAMETERS / CATEGORIESEQF:Knowledge Skills Competences

1

2


QualificationsFrameworksanddimensions:MergingofEQFforLLLandQFforEHEA:

EQF:FocusonapplicationofknowledgeandskillsinsocietyThreecolumns:related‘knowledgeframework’,a‘skillsframework’anda‘competencyframework’

QFfortheEHEA:FocusonlearningprocessitselfDescriptorscoverareasor‘dimensions’oflearning:1. knowledgeandunderstanding,2. applicationofknowledgeandunderstandinginrelationto

problemsolving,3. makingjudgments,4. communicatinginformation,conclusionsetc.,5. learningcapability.


BasicstructureoftheAssessmentFramework:

4. Assessment Frameworks: the practice (1)

Multi-dimensional

FOURTYPESofdegreeprogrammes:Partiallydifferentprogramme learningoutcomes

Mainsubdivisions: twotypes:- Researchintensiveorientation- Applied/professionalorientation

Withinsubdivisiontwosubtypes:dofurtherjusticetomissionandcharacterofinstitution/programme

AssessmentFrameworkwillindicateoptimumachievementlevel:highestlevelachievableandfeasibleforahighereducationdegreeprogramme

Assessment Frameworks: the practice (2)


Insummary:SubjectAreabasedAssessmentFrameworkfortheSubjectArea:

1. Coversfirstandsecondcycle(bachelorandmaster).2. Basedonthedimensions identified,itwill3. Contains‘knowledge descriptors’,‘skills descriptors’and‘wider

competences descriptors’4. Maindescriptorsunderpinnedbymoreprecisesub-descriptors5. Eachsub-descriptor formulatedasalearningoutcomecoversa

coreelementortopic6. For eachsub-descriptor orcombinationofsub-descriptors

learning,teachingandassessmentapproachesareidentifiedtoallowfortheachievementofthelearningoutcome(s)andbepresentedasexamplesofgoodpractice(What,Why,How).

Contact

v Robert Wagenaar: [email protected] CALOHEE [email protected]

CALOHEE website: https://www.calohee.eu

Thank You!

OutlineoftasksatSecondGeneralCALOHEEmeeting

RobertWagenaarOverallCoordinator

2nd General Meeting CALOHEE ProjectPorto, 18 – 19 November 2016

Twomaintasks:

v FinalizingupdatedSubjectAreaQualificationsFramework(+FinalizinggridSectoralFramework)

v InitialstepsinDeveloping SubjectAreabasedAssessmentFrameworks

(IncludingIdentifyingappropriatestrategiesandapproaches/methodologiesforstudent-centredLearning,TeachingandAssessment)

Outline of tasks

Conceptual Frameworks

Fine-tuningandendorsingfirstpartofSubjectAreabasedFramework/TuningReferencepointsfortheDesignandDeliveryofDegreeProgrammesin(nameofsubjectarea).Finalisingoffollowingitems:ØMappingofsubjectareaØMappingofoccupationsandoverviewofregulartasksperformedbygraduates

ØUpdatedlistofcompetences/(level)cycledescriptorsØTemplate(grid)forthesubjectareacompetences/learningoutcomesincludingdimensionsforBAandMA(firstandsecondcycle)

ØTemplate(grid)forthesectoralcompetences/learningoutcomesincludingdimensionsforBAandMA(firstandsecondcycle)

Mapping Learning, Teaching, Assessment

Mappingofassessmentmethodsandapproaches/alignmentwithappropriatelearningandassessmentstrategiesandapproaches

Identificationofthemostappropriatemodesoflearning/teachingandassessmentoftheacademicfield

Input: Questionnaire1:ModesofTeachingandLearningQuestionnaire2:ModesofAssessmentExperienceofmembersoftheSAG

ConstructionofSubjectareabasedAssessmentFrameworkforBAandMA(firstandsecondcycle)

DefiningdetailedlearningoutcomesforSubjectArea

Construction of Assessment Framework

Proposedapproach/workingmodel:

Ø InitialdiscussionatSAGlevelØConstitutepairsofsubjectareaspecialistØDivide‘Dimensions:Knowledge,Skills,WiderCompetencesoverpairs

ØPairsidentifytopicssub-descriptorsØPairsformulatesubdescriptorsinlearningoutcomestermsØ SAGbroaddiscussionaboutsub-descriptorspreparedbypairsofexperts

ØPairsidentifyappropriateTLAapproachesandmethodspersub-descriptorofcombinationsofsub-descriptors

ØPairsdescribeTLAapproachesandmethods:WHAT,WHY,HOWØ SAGbroadreflectiononidentifiedTLAmethodsandapproaches

Proposed approach

From Sub-descriptor to TLA

LinkingLearning,TeachingandAssessmenttosetsofbroken-downSubjectAreaCompetences/LearningOutcomes

Contact

v Robert Wagenaar: [email protected] CALOHEE [email protected]

CALOHEE website: https://www.calohee.eu

Thank You!

assessments and assessment frameworks

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