Assessment Drives The Learning: Raising The Bar

Dr Rozz Albon

Curtin University of Technology

R.Albon@curtin.edu.au

Learning implied

Epistimo-logical

& cognitive

socially organised

Deep processing

Socio-cognitive

& information processing

Situative-sociocultural

Strategy level

of Oliver’s Taxonomy

7 processes

ADL

3 Premises_______________________________

Learning – epistimological and cognitive views

Feedback Time

Learning implied

Learning involves socially organised activity

Ist premise: Theoretical Frameworks____________________________

Deep processing

Strategy level of Oliver’s Taxonomy

Situative-sociocultural

Sociocognitive and information processing

Traditional: Short & Extended essay_________________________________Short

Linear: teach, learn, assess Purpose= assessment

Learning involved Extensive reading, synthesis, deductive reasoning,

debate, argument, etc

Limitations breadth, integration, transferability Anathemagenic Solitary – minimal discourse

Extended_________________________________

Learning Self-initiated problem mediation More endurance & transformational value

Limitations Solitary – minimal discourse Minimal transformational value Limited situativity

Reconceptualising assessment - in order to learn_________________________________

Learning circles expanded Learning as dual purpose Motivation mastery Sociocultural – constructivist – problem based

Separate items of assessment considered as evidence of learning at specific intervals following learning

Content of unit delivered by lecturer/teacher Learning CycleClass/lab work,

usually completed weekly/in modules

3 Principles________________________________

Beginning of learning cyclePurpose of learningMediation is central

Learning

Situative & Social constructivism

Deep approach

Processes1Creating rich, complex, challenging tasks.2Socialisation

3Valuing a product4Open ended5High expectations6Feedback7Time management

DRIVES

PRODUCT: Website

Group Tasks Evidence of Strategies and Processes

1. Choose a focus area (eg. discovery learning, extrinsic motivation minority groups in schools)

Grp review topics in text. Discuss the implications of the topic to the subtasks of the assessment. Decide focus area, restate into a question/problem.Comment: Processes 3,4,5 were dominant. Mediation was provided by discussing focus areas, approving each to prevent duplication, & encouraging groups to restate the focus in terms of a question which would assist the case study school/problem.

2. Complete the contract. Grp was to complete the group goals, outcomes, and timetable in addition to stating focus area, question, group name and group members.Comment: The contract was initiated in week one and completed and submitted in week 2. Changes were to be expected. A proforma was produced as a model only. Mediation was provided as goals and outcomes were developed and the sequence of activities were discussed.

3. Summarise chapter in text.

Grp decide the format – diagrammatic, mind map, headings & text. Comments: Creativity was encouraged to transform the text material into a stronger visual presentation. Mediation was available as students trialled various approaches. Some groups divided the task followed by the ‘driver’ making one summary from the parts. Members proofed each others contributions.

Choose a teacher to interview, write interview questions, synthesise data and provide a critique of the teacher’s application of theory to the classroom.

Story telling of personal experiences leading into questions, the selection of a teacher, and finally synthesing data and critiquing it against the text.Comment: This task provided the bridge between theory and practice as teachers exemplified theory. Mediation was provided usually after questions were constructed and after the data was synthesised. Many groups elected to interview more than the one mandatory teacher.

Choose a video/film to analyse and apply a theory related to learning.

Narrating personal views of several videos/films. Discussing the potential of each to demonstrate the theory/focus area. Writing how the video demonstrates the theory.Comment: Students watched several films before settling on the most applicable. During this selection they were constantly applying theory to interpret and explain the actions in the film. This usually occurred on weekends at each others residences.

Choose a website to support the focus area.

Matching websites to theoretical position. Explaining how the site uses the theory.Comment: An abundance of websites to select. This task opened the possible variety and number of resources available with appropriate and relevant classroom applications. This moved students aware fro theory and to finding good ideas.

Select topic related research journals, appraise several (7) before selecting three to critique.

Individuals tell grp members the content/issues/ theoretical constructs in the journal. They write a critique in which all members proof read.Comment: Not all selected research articles. Application to a variety of contexts was encouraged. Mediation was used extensively as students grappled with research in education as a new concept.

Construct a quiz as a group and individually complete three group quizzes. Advertise quiz on discussion board.

Grp reviewed knowledge of quizzes, decided on format. Produced numerous items, allocated marking criteria. Gps responsible for sending out quiz and collecting for marking. A summary of all results was to be maintained.Comments. Enhanced learning as something scholarly and fun. It provided a simulated teaching experience. Mediation was provided as students sought validation on the type of questions asked, the length and the challenge within.

Link focus area to two other areas of learning in the text.

Develop meaningful connections between three theoretical approaches.Comment: Students presented this linking through mind maps, or identifying overlaps in the theoretical approaches.

Peer marking of 2 websites

Appln of knowledge, valuing creativity, a critical audience for final product.Comments: Students open to individuality of groups - no one presentation was correct. Criteria developed in workshops applied to each site. The marks allocated were ‘real’ and contributed to the overall final mark.

Respond to the initial problem

Data from the focus area is used to resolve the identified problems or issues in the problem case study.Comment: Real focus and purpose for collecting data from a variety of sources - theoretical and practical. The nature of each focus area of study meant each group had the freedom of using their particular ‘lens’ to see the problem from varying perspectives. Students felt comfortable and proud in the resolutions they provided, although not all groups handled this with ease. Much mediation was required.

Question 1___________________________________

Imagine I wanted to replicate this assessment online:

How can I apply mediation to online assessment tasks to ensure the approach in which assessment drives the learning and raises the bar occurs?

Question 2__________________________________

What would enhance, develop and promote this approach for individuals learning online but who must approach the task to include the situative sociocultural perspective?

Cognitive Activity (The degree the task requires metacognitive processes & use of dual channels for learning)

LOW HIGH

Learner centredness (The degree the task uses constructivism and situative- sociocultural learning practices)

LOW Low meaningful learningLow transferLow performance

Low meaningful learningLow transferHigh performance

HIGH Little meaningful learningLow transferHigh performance

Fosters:High meaningful learningHigh transferHigh performance

LOW HIGH

LOW Does not foster meaningful learning, Transferperformance

Little meaningful learning

High performance

HIGH No