Assessment matters: What guides might we use as individuals, teams and institutions to help our assessment endeavours?

A presentation to Wolverhampton University

Mark Russell

Briefly introduce yourself and …

Discuss with your neighbours what you would do if you wanted

to fail more students and / or

provide them with a lousy experience?

Learning = f (assessment)?

From what the students tell us…

to

How to design a learning environment

Assessment and desirable Learning

The methods we use to assess students are one of the most critical of all influences on their learning. (Ramsden, 1992)

Assessment and designed Learning

Designed Learning Activities

Designed Assessment

Activities

Intended Learning

Outcomes

Designed Assessment

Activities

Intended Learning

Outcomes

Designed Learning Activities

Guide #1

Acknowledge the importance of assessment in curriculum

design activity

What is working now?

• Take a few minutes to tell your neighbour a couple of things about your current assessment endeavours that you know / think or have a hunch that works. Specifically tell them…– What you do that you know / think / have a hunch

works.– How you know it works.

•Swap over

– Jot a few notes on a Post-It note

What does the literature suggest is good assessment? Conditions under which assessment supports students learning Setting assessment tasks1. Capture enough study time (in and out of class)2. Are spread out evenly across timeline of study3. Lead to productive activity (deep vs surface)4. Communicate clear and high expectations Feedback Conditions5. Is sufficient (in frequency; detail)6. Is provided quickly enough to be useful7. Focuses on learning rather than on marks8. Is linked to assessment criteria/expected outcomes9. Makes sense to students10. Is received by students and attended to11. Is acted upon, to improve work and/or learning (Gibbs & Simpson, 2004)Good assessment and feedback practice should:1 Help to clarify what good performance is (goals, criteria, standards)2 Encourage 'time and effort' on challenging learning tasks3 Deliver high-quality feedback information that helps learners to self-correct4 Provide opportunities to act on feedback (to close any gap between currentand desired performance)5 Ensure that summative assessment has a positive impact on learning6 Encourage interaction and dialogue around learning (peer and teacher-student)7 Facilitate the development of self-assessment and reflection in learning8 Give choice in the topic, method, criteria, weighting or timing of assessments9 Involve students in decision-making about assessment policy and practice10 Support the development of learning groups and learning communities11 Encourage positive motivational beliefs and self-esteem12 Provide information to teachers that can be used to help shape their teaching(Nicol, 2009)Assessment…1. Should be for learning, not simply of learning2. Should be reliable, valid, fair and consistent3. Should incorporate effective and constructive feedback4. Should be innovative and have the capacity to inspire and motivate such aswith the use of technology5. Should measure understanding and application, rather than technique andmemory6. Should be conducted throughout the course, not simply positioned as a finalevent

7. Should develop key skills such as peer and reflective assessment8. Should be central to staff development and teaching strategies, and frequentlyreviewed9. Should be of a manageable amount for both students and tutors10. Should encourage dialogue between students and their tutors, and studentsand their peers(NUS’ Principles of effective assessment)

(Centre for Excellence in Teaching & Learning in Assessment for learning, NorthumbriaUniversity)

Assessment Standards Manifesto (AsSKe)

Seven principles for good practice in undergraduate education12. Encourages contact between students and lecturers13. Develops reciprocity and cooperation among students14. Encourages active learning15. Gives prompt feedback16. Emphasizes time on task17. Communicates high expectations18. Respects diverse talents and ways of learning(Chickering & Gamson, 1987)

As a (possible) summary …

Good assessment for learning … …Engages students with assessment criteria…Supports personalised learning…Focuses on student development…Ensures feedback leads to improvement…Stimulates dialogue…Considers staff and student effort

Principles and

Practice

11

Without trivialising …Some quick ideas (linked to themes)

Ask students to …Summarise what the feedback you provided meant to them.

Stimulates dialogue

Ask students to …Demonstrate how they have used feedback from previous assessment activity to enhance the current assessment task

Ensures feedback leads to improvement

12

Themes (Principles) in Practice #1?

Guide #2

Might you use assessment principles that are research-informed and

work for you (and your context)?

If so… don’t forget examples of principles in practice

Some other guides (tools)

A typical assessment pattern?

Some alternatives…

Student matters

Students matter

Beyond smiling faces

Help to demystify assessment

Guide #3

Numerous resources currently exist for teachers and students

Explore what works best for you

Institutional matters

Process matters

Course / Programme design Course / Programme review

Is the focus on…

Assurance or stimulating opportunities for

enhancement?

Is the balance (QA/QE) okay?

Beyond the individual (cascading and networking

Work with the organisation and its component parts

Helping / hindering

A question to ponder in the next few days…

In what ways are (y)our institutional processes helping and / or hindering

(y)our assessment intentions ?

Guide #4

Seek to ensure that the processes of the Institution are aligned with the desires to

review, assure and enhance the quality of our assessment and feedback activities

Seek to design-in cascading, diffusion (and evaluation) activities at source.

Summary #1

• Assessment is important – FACT

• Teachers, Students and institutional processes all have a role to play in the A&F enhancement agenda.

• A number of guides (directions and tools) are available.

Summary #2…• If we are serious, we need to…

– recognise that responsibility for the enhancement of assessment rests with many stakeholders (including us).

– work in ways that are context specific but nudge where needed– give people opportunities to share their work and thinking– be appreciative (where we can) and try not to be too value laden

Institutions are not bricks and mortar. They are made up of people and systems. As difficult as it is, we can influence both!

A feedback hierarchy

A feedback hierarchy (again)

31

Provide alignment diagnostics?

32

Show the Features and Consequences?

Journal Clubs

Journal Clubs23/09/2013 08/09/2014

Christmas Break

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A1 - An Introduction to Behavioural Genetics (30 Credits)

A2 - Research Methods (60 Credits)

A3 - Psychology and Psychopathology (30 Credits)

Easter Break

23/09/2013 08/09/2014

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23/09/2013 08/09/2014

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23/09/2013 08/09/2014

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13/01/2014

11/04/2013

Laboratory notebook (20%)

Report – 10 000 to 15 000 words (60%)

Oral presentation (30%)

Coursework essay – 3000 words (70%)

Practice essay - 1000 words

Written abstract practice

Coursework essay - 2000 words (40%)

Coursework essay - 2000 words (40%)

Abstract exam – 2.5 hours (30%)

Poster presentation (20%)

Coursework essay – 3000 words (70%)

Molecular genetics wet lab - 2 hour exam (10%)

Quantitative genetics dry lab - 2 hour exam (10%)

Project proposal

Induction Week

B1 – Research Project (60 Credits)

Legend

Low stakes assessment (marks <16%)

Medium stakes assessment (marks 16-40%)

High stakes assessment (marks >40%)

Formative assessment

Module Start and finish date

Strong feedback link between assessments

Moderate feedback links between assessments