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Assessing and Evaluating for Learning
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| COURSE GLOSSARY | |
|---|---|
| A and E Course Glossary - Words and their meanings used in this course | |
| This link takes you to a list of instruction words and their definitions from the Online Information Literacy collaborative project between the University of Otago, Dunedin College of Education and Otago Polytechnic | |
| Glossary of Useful Terms provides a larger range of assessment definitions from SABES (System for Adult Basic Education Support) Massachusetts Department of Education. |
This page contains information, content and resources for the course Assessing and Evaluating for Learning, which is a level 7 core course within the Graduate Certificate in Tertiary Learning and Teaching - level 7 (GCTLT), delivered by the Educational Development Centre (EDC) at Otago Polytechnic, Aotearoa New Zealand. To find out more about the programme read the GCTLT information sheet 2009
Assessing and Evaluating for Learning (A&E) explores assessment principles and practices from a learner-centred perspective. The course encourages participants to review and critique assessment that is used. A range of tools and methods are introduced to enable the participant to create assessments that are relevant and appropriate to the context of learners they are working with.
The formal Assessing and Evaluating for Learning course consists of seven weeks of interactive learning online beginning August 6th 2009. Also offered are 7 face to face weekly workshops for those who are able to attend. Following the seven interactive weeks there is time available for and an expectation of independent study.
Participants can formally enrol by emailing EDCEnquiries@tekotago.ac.nz.
Course Aims
To expose participants to a range of learner centred assessment theories, principles and practices which enable participants to design or select, and implement appropriate assessment tools.
Course Learning Outcomes
At the successful completion of this course, participants will be able to:
- define and discuss assessment terminology and critically review own existing assessment and evaluation practices against current theories, principles and practices and demonstrate how these understandings inform practices;
- recognise, analyse and design a range of assessment tools and tasks which are valid, reliable, fair, useable and integrated, to support learning and be inclusive of student needs;
- explore and consider a range of culturally diverse assessments which includes alternative ways of assessing and supports the transfer of knowledge from one culture to another;
- construct and justify clear and specific assessment/marking criteria to support student learning;
- explore pre and post assessment moderation to provide a base from which to critique the role and impact of assessment and evaluation on student learning;
- demonstrate understanding and critically examine assessment policy and practices considering their appropriateness for meeting student needs;
- critique a variety of feedback models/processes and then provide clear, constructive feedback to support and advance student learning.
Course Schedule
Welcome and Introductions
Welcome to Assessing and Evaluating for Learning or A&E for short. I'm Heather Day the course facilitator and I hope this course provides you with a deeper insight into assessment that encourages you to think carefully about how you best design and facilitate assessment in your own context.
The schedule below is for formal learners in the course. Informal learners are welcome to either follow the schedule in your own time or dip into the resources and play with the information shared in the hope that it adds to your own learning.
Attached is the course outline for formal participants.
Managing your way through the course work
Don't be overwhelmed
Nibble at this course in bite size chunks.
The course work is laid out in weekly modules. Information about each week is set out under the weekly headings on this main page.
There is information about what you are required “to do” each week.
This will include a link to a learning module that focuses on the topic for the week. The module will guide you through the topic and identify links to other study resources to further your learning.
The key points for that week will be summarised. This is the core work for that week.
You will also be directed to the groups discussion board to encourage you to share your thoughts and learning with others.
Within the weekly information boxes you will also find the following headings:
- Links and Resources (at a glance) - this contains a list of the web-links in the learning module for that week so that you can find things again easily if at a later point you want to go back to a particular resource.
- Additional resources – for those who are feeling motivated, enthused and inspired to learn more this section contains links to additional resources – please note this is not set work but simply supplying other options to assist with further independent study.
NB Material in the sections below will increase steadily as the course progresses over the next few weeks and material is transferred from a closed source learning system.
Getting Started (for Formal Learners)
A great place to start is by reading the pdf version of the course outline.
Check out the learning outcomes (also found above on this page) then review the assessment requirements for the course (also found toward the bottom of this page). It does get a bit confusing talking about the assessment for a course on assessment.
If you have previously completed any unit standards on assessment such as 4098 please discuss this with me (Heather), as there are possibilities for reduced assessment based on prior learning.
NB: As this is a course on assessment there is also the option to negotiate alternative assessment if you feel there is another way that you can clearly demonstrate the learning outcomes for the course. Check the course outline for the timeline for this.
ALSO
Log into the 'Blackboard' site for this course and find the Discussion Board. (It will be accessed through a green button on the left of the screen once the course page is open). Find your way around the Discussion Board and introduce yourself. Contact Heather if you have any difficulties. (Email: hday@tekotago.ac.nz)
Week 1 - Introduction to Assessment and Evaluation (Aug 6 - 12)
To Do
1. Work through the Introduction to Assessment and Evaluation module which covers:
- Types of assessment
- Why do we assess?
- Key values of assessment
- The language of assessment
- and
- Reflection on your own assessment
2. Formally enrolled users then need to log into the 'Blackboard' discussion board and go to the Assessment Discussions forum. Don't forget to introduce yourself if you haven't already done so on the discussion board.
Links and Resources (at a glance)
This is a repeat of the links and resources used in this module to make it easier to access again later if you wish to. NB: I haven't included the glossary links as these can be found at the top of this page.
Cambridge Advanced Learner's Dictionary
Wordle image of Assorted Assessments
Oxford Brookes selection methods
Additional Resources
The fundamentals of effective assessment provides insight into 12 valuable principles of assessment. From the Centre for the Study of Higher Education at Melbourne University. This will be explored further in the next module.
Week 2 - Assessment Principles, Processes and Practices (Aug 13 – 19)
To Do
1. Work through the Process, principles and practice module which covers:
- Policy
- Formative and Summative Assessment
- Pre-assessment moderation
- Post-assessment moderation
- and
- Cultural Diversity and assessment
2. Formally enrolled users then need to log into the 'Blackboard' discussion board and go to the Assessment Discussions forum.
Links and Resources (at a glance)
This is a repeat of the links and resources used in this module to make it easier to access again later if you wish to.
Cambridge Advanced Learner's Dictionary
The fundamentals of effective assessment
Week 3 - Tests and Exams (Aug 20 - 26)
To Do
1. Work through the Tests and Exams module which covers:
- Selecting test/exam as an assessment method
- Principles of Designing Tests
- Objective And Subjective Test Items
- Multiple Choice Questions
- and
- Evaluating the test/exam
2. Formally enrolled users can then log into the 'Blackboard' discussion board and continue conversations on the Assessment Discussions forum. Use this as your opportunity to share your ideas, thinking and experiences around assessment with others in a similar position.
Links and Resources (at a glance)
This is a repeat of the links and resources used in this module to make it easier to access again later if you wish to.
Oxford Brookes selection methods
Assess students - Writing multiple-choice questions
Additional Resources
Improving Multiple Choice Questions from the Center for Faculty Excellence from The University of North Carolina at Chapel Hill.
Quizzes, Tests, and Exams By Barbara Gross Davis, University of California, Berkeley
Tests and Exams from Georgian College, Ontario , Canada
Week 4 - Written Assessment (Aug 27 – Sept 2)
To Do
1. Work through the Written Assessment module which covers:
- Definition of an Essay
- Constructing an essay
- What makes a good essay question?
- Marking Criteria for essays
- Essay Rubrics
- Tips for Marking Essays
- and
- Assessing Reports
2. Formally enrolled users can then log into the 'Blackboard' discussion board and continue conversations on the Assessment Discussions forum. Use this as your opportunity to share your ideas, thinking and experiences around assessment with others in a similar position.
Links and Resources (at a glance)
This is a repeat of the links and resources used in this module to make it easier to access again later if you wish to.
Assessment Instruction Definitions
Preparing Effective Essay Questions.
rubric for assessing student presentations
assessment information summary rubric
Additional Resources
For more suggestions linked to Blooms taxonomy check out these useful instruction verbs
If you would like further reading on assessing essays - chapter six from [http://www.tla.ed.ac.uk/resources/tut-dem/Chap6.pdf Tutoring and Demonstrating : A Handbook has some good advice on marking essays from page 56 onwards.
Week 5 - Student Role in Assessment (Sept 3 - 9)
To Do
1. Work through the Student Role in Assessment module which covers:
Student Role in Assessment
- Learning outcomes for this module
- Student Self Assessment
- Purposes and principles
- Setting Assessment Criteria
- Assessment methods suitable for self assessment
Student Peer Assessment
- Purpose & principles
- Assessment methods suitable for peer assessment
- Process
- Putting peer assessment into action
and
- References
2. Formally enrolled users can then log into the 'Blackboard' discussion board and continue conversations on the Assessment Discussions forum. Use this as your opportunity to share your ideas, thinking and experiences around assessment with others in a similar position.
Week 6 - Practical Assessment (Sept 10 - 16)
To Do
1. Work through the Practical Assessment module which covers:
- Assessing Practice
- Norm referenced assessment
- Criteria-referenced assessment
- Assessing Practical Skills
- and
- Assessing Experience
2. Formally enrolled users can then log into the 'Blackboard' discussion board and continue conversations on the Assessment Discussions forum. Use this as your opportunity to share your ideas, thinking and experiences around assessment with others in a similar position.
Links and Resources (at a glance)
This is a repeat of the links and resources used in this module to make it easier to access again later if you wish to.
Criteria-referenced assessment
Additional Resources
For further reading on norm and criteria based assessment try:
norm and criterion referencing
Seeking quality in criterion referenced assessment
For further reading on assessing practical skills
Assessment criteria for practical skills
Also check out the library databases for journal articles focused on your own vocational area.
Course Assessment
To meet the requirements and gain credit for this course: Participants must - undertake and successfully complete all assessment activities.
(To gain credit participants must be enrolled in the course with Otago Polytechnic)
NB: Work submitted later than the due date without an arranged extension will not receive feedback.
If planning to graduate this year all assessed work must be in for marking by November 6th.
There are three assessment activities.
- 1. Evaluation of own course assessment (written submission) - 31 August 2009
- Evaluating the assessment in a course you are teaching/facilitating or undertaking
- 2. Assessment discussions (online discussion) - 25 September 2009
- Participate in discussions online relating to assessment
- 3. New assessment strategy (written submission) - 2 November 2009
- Presenting a new/revised assessment strategy for a course you are teaching/facilitating or undertaking
NB: As an alternative to the set assessment activities there is also the option to plan and develop your own individual assessment to meet the course learning outcomes. Discuss and negotiate this with the course facilitator. This plan must be finalised, agreed to, and signed by the participant and course coordinator by 21 August 2009.
Assessment Activities and Criteria
1. Evaluation of own course assessment (written submission)
Assessment
Present in a written format of your choice* an evaluation of the current assessment practices for a course you are teaching/facilitating or undertaking.
This in-depth exploration should include consideration of:
- what assessment is being used
- the purpose of this assessment
- the relevance of the assessment tools and practices to student learning
- whether the assessment is fair, valid, reliable, usable and clear
- the relationship of the assessment to the learning outcomes for that course
(*)This written format could be any written format including a blog entry, a wiki, an essay/report/review, a powerpoint presentation or any other written form.
Marking criteria
Achievement of the following criteria will result in a successful pass for this assessment:
- Evaluation of each aspect of the course assessment (the what, why and how)
- Discussion supported with rationale &/or literature &/or examples
The course outline and assessment information evaluated must be attached or the work will not be assessed
(Word count guide = 500 to 800 words for the evaluation – excluding attached outline/assessment information)
Due Date:
submit by or before Monday 31st August 2009
Submit by email (including weblinks if used) or in hard copy to the Course Facilitator
2. Assessment Discussions (online discussion)
Activity
Participate in the online discussions on the Blackboard discussion board for this course, sharing your thoughts and experiences related to the topics that are discussed.
Assessment
Whilst participating in the online discussions you will be assessed on 3 of your postings relating specifically to your comments on the topics:
- Moderation
- Cultural diversity
- Feedback in assessment
Each must meet the two marking criteria below:
Marking criteria
Achievement of the following criteria will result in a successful pass for this assessment:
- Acknowledge relevance to your own teaching context
- Be supported with literature &/or examples
Due Date:
all contributions to meet above criteria must be posted on the Blackboard discussion board by Friday 25th September 2009
Everyone’s postings open the potential for further discussion. I would encourage you to read and comment on other postings but this is not part of the assessment.
3. New assessment strategy (written submission)
Activity
Rewrite, modify or adapt the assessment strategy for the course you evaluated in assessment one or develop a new strategy for that course.
Assessment
Present the new or revised assessment strategy for the course you evaluated in assessment one as you would present this to students in a course outline/ information document.
In written form critically discuss your reasoning and rationale for this alternative approach and support this discussion with clearly referenced relevant literature.
NB: Critical discussion and reflection involve a depth of thought that considers a variety of perspectives including your own. Critical in this sense refers to reviewing or analysing in depth, it does not mean focusing on negativity.
Marking criteria
Achievement of the following criteria will result in a successful pass for this assessment:
- A copy of the course outline/information sheet with new/revised assessment information attached that is sufficiently clear to the learners
- A critical discussion of the rationale and reasoning for the strategy
- including acknowledgement of learner needs and consideration of diversity
- Discussion well supported with literature sources
- Material well structured and presented with consistent referencing (preferably APA style)
(Word count guide for the critical discussion = 500 to 1000 words)
Due Date:
submit by or before Monday 2nd November 2009
Submit by email (including weblinks if used) or in hard copy to the Course Facilitator
Grading:
As the emphasis is on learning process rather than outcome there are 2 grades only in this course: passed or not passed
Referencing
The final assessment requires you to include references to some of the extra material you have been reading.
The following links take you to some useful resources to help with referencing.
Citation Machine is a great website that takes you through all the steps of adding the information required for a reference then produces the formatted reference for you. You can then cut and paste it into your document. Very handy.
APA Referencing Guide is a great website that clearly describes all the information you would need to produce APA references. I'd particularly recommend the sections on in-text citations and the reference list sections. Quick access buttons for these can be found at the bottom of the first web page.
