using student-centred assessment to inspire learners and evidence their learning

School of Languages, Cultures and SocietiesFaculty of Arts, Humanities & Cultures

Student-centred assessment to inspire learners

Caroline CampbellDirector, Languages for All

www.leeds.ac.uk/learnalanguage

The role of assessment“Assessment, rather than teaching, has a major influence on students’ learning. It directs attention to what is important. It acts as an incentive for study. And it has a powerful effect on what students do and how they do it.”

(Boud 2007:4)

(cont.)“Students learn what they think they will be tested on. This is backwash, a term coined by Lewis Elton (1987:92), to refer to the effects assessment has on student learning. Assessment determines what and how students learn more than the curriculum does.” (Biggs & Tang 2011:197)

Dimensions of assessment tasks(https://teaching.unsw.edu.au/selecting-assessment-methods)

Task engagement: individual vs groupTiming and status: early in course vs late in course

formative vs summativeCost/benefit: low student workload vs high

low staff workload vs high low weighting vs high weighting

Topic flexibility: negotiable vs pre-determinedchoice of topic/focus vs no choicestudents orient to own world vs ‘course’ world

Feedback

Beaumont et al 2008

Old model of assessment (for modules at CEFR B1-B2)

Assessment Timing Activities involved Weighting

Semester 1: Portfolio

Week 11 4 Independent tasks at home

Reading, Writing, Speaking & Listening

25%  

Semester 2: ProjectReading task

Week 14

3 texts on chosen topic

10%

Presentation Weeks 17-19

In class 15%

Writing task Week 21 In class + submission of reading task 20%

Speaking exam Exam period Response to a listening stimulus

Questions & Answers

30% 

New model of assessment (CEFR B1-B2)Type of assessment Timing Activities involved Weighting

Semester 1

Speaking task 

Weeks 10-11

Group task, prepared during the semester, presented in class

 35%

Semester 2

Writing task 

Week 21

Individual writing task - in class

 35%

Speaking exam Exam period Response to a listening stimulus

Q&A

30% 

Speaking task (35%)

Student-led assessment• Group task • Research a topic – academic and/or cultural interest• Decide media & format - preferably digital media• Live performance in class, pre-recorded video showcase or a mixed mode

of delivery; Q&A

Proposal form submitted – week 6Key vocab & quiz

Freedom

Flexibility

Creativity

Responsibility

Empowerment + Engagement

How is it assessed?

Group mark Individual mark

Task completion & delivery Use of language

Content & organisation Pronunciation, intonation & fluency

Student feedback freedom to choose a topic opportunity to be creative

“It pushed me out of my comfort zone so I felt a sense of achievement once it was finished”“I will use Go Animate again”https://getkahoot.com/how-it-works

Is 35% a reasonable weighting?

Yes Don't know

Staff feedback

Range of skills developed More guidance/support needed re using digital tools?

Memorable, enjoyable, engaging, impressive

More input/support re effective group work

Can start marking there and then

Kirsten – “I love it!”

Class seems to gel sooner – common focus & group task

Better engagement with the T, L & assessment Active learning Early increase in confidence … ‘talk as performance’

Inspired & motivated

Next steps• Require students to use digital tools? = new learning outcome• Assess the interaction? = new learning outcome, practice task required …• Employer feedback • Have students used the evidence of their skills?

Writing task (35%)

Individual task - in class (week 21)Student’s response to a reading stimulus

Up to 6 resources allowed

• Content & organisation • Range of language• Accuracy

Speaking exam (30%)

IndividualStudent’s response to a listening stimulus – available on VLE for 7 daysQ&A

References Beaumont, C., O'Doherty, M. and Shannon, L. (2008) “Staff and student perceptions of feedback quality in the context of widening participation” York: Higher Education AcademyBiggs, J. & Tang, C. (2011) “Teaching for Quality Learning at University” 4th ed, Maidenhead: McGraw Hill and OUPBoud, D. & Falchikov, N. (2007) “Rethinking Assessment in Higher Education: Learning for the longer term” Oxon: Routledge Race, P. (2007) “The Lecturer’s Toolkit – A practical guide to Assessment, Learning and Teaching” London: RoutledgeAssessment toolkit: Selecting Assessment Methods –https://teaching.unsw.edu.au/selecting-assessment-methods (accessed 10.6.16)