Assessment as LearningANUP K SINGH, PHD

Defining Learning and Assessment

Learning as a change in knowledge, attitudes, skills and habits

Assessment as the assignment of numerals to a phenomenon, content, or behaviour with a view to systematically interpret it

Learning is boosted when there is feedback

Assessment information is feedback and it provides an opportunity to a learner to improve oneself

Sometimes assessment can be as useful as good instruction for learning

Timely, detailed, and frequent feedback is essential for high learning

The distinction between summative and formative assessment is superficial as both types of assessment can provide feedback

Assessment and Learning

Assessment of learning (Summative assessment, no feedback)

Assessment for learning (Formative assessment, feedback)

Assessment as learning (Assessment as part and parcel of learning, the primary purpose of assessment becomes learning, while the secondary purpose remains grading)

The Teacher

The Learner

The TechnologyThe Context

ContentPedagog

y

Assessment

Learning Goals

Learning-teaching andAssessment System

Two Aspects of Assessment

Reliability

Validity

Validity of Assessment

Validity is defined as the way a measure assesses what is it is supposed to assess

What a question, an assignment or a quiz is supposed to measure?

It may mean different things to different people

Therefore, there is a need for agreement

Thus, the criteria for assessment have to be developed. These are also known as rubrics

For assessment, rubrics have to operationalised

Rubrics can be measured using both ordinal and interval scales and both should be measured for assurance and grading purposes, respectively

Criterion Based Assessment

Just as the content of a course flows from the CLOs, each assessment component and its rubrics should also emanate from CLOs

The development of assessment rubrics have to be discussed at BoS and Area level so that their face validity is established

Each Rubric can be assessed using three basic levels: Below Expectations; Meets Expectations; and Exceeds Expectations (Let us keep it simple)

Each level should have sufficient description of the rubric and expectations

Each assessment unit can be evaluated suing 10 point scale

The distribution of points among levels can be: Below Expectations (1-3); Meets Expectations (4-7); and Exceeds Expectations (8-10)

The whole system should be transparent and the student should know the assessment scheme, including rubrics and their description

InstitutionalMission

CourseLearning

Outcomes

Programme EducationalOutcomes

GraduateAttributes

ProgrammeLearning

Outcomes

1. Development of institutional mission2. Development of programme educational outcomes3. Development of graduate attributes4. Development of programme learning outcomes (using feedback from different stakeholders)5. Designing of student experience through curricular, co-curricular, and extra-curricular activities6. Mapping of PLOs with different courses (High, medium, low)7. Mapping of PLOs with different co-curricular and extra-curricular activities8. Development of course learning outcomes

Performance Criteria

Feedback from

Stakeholder

Faculty Community Engagement

Course Learning

Outcomes

SessionLearning

Outcomes

Pedagogies

Assessment Rubrics and

Tools

CourseContent

1. Development of course learning outcomes2. Mapping of CLOs with different sessions3. Determination of content, pedagogies and

assessment rubrics and tools on the basis of CLOs4. Mapping of CLOs with assessment rubrics and tools5. Engagement of faculty community in each activity

Assurance of Learning

IndirectAssessment

DirectAssessment

1 Student satisfaction survey2 Alumni learning survey3 Recruiter surveyIndependent

AssessmentEmbeddedAssessment

1 Standardised testing2 Capstone course3 Integrated simulation test4 National level test5 Pre test-post test evaluation

1 Rubric bases assessment2 Assessment of student learning on the different levels of a rubric3 Statistical analysis of student achievement on different rubrics4 Development of strategies for improving student learning

Head and Committee

forAoLS

Rubrics Design, Development and Implementation

Criterion based assessment

Rubrics have to aligned with both content and assessment

Rubrics have to be valid; at least their face validity has to be established

In other words, rubrics have to be jointly decided by a group of faculty

Rubrics should be both general and specific

Rubrics can be changed on the basis of the experience of faculty during assessment

Ultimately, rubrics have to focussed on learning through feedback and self-assessment

Roles, Committees and Responsibilities for AoLS

Appointing one person and a committee at the institute level to oversight AoLS

Appointing one person for each programme to supervise AoLS

Training faculty in AoLS

Preparation and documentation of assessment data for each course by course faculty

Collection of reports by course coordinator

Sampling courses for assessment [For record purposes)

Collection and analysis of data

Preparation of AoLS report for the subject

Discussion of all assessment report in Area/programme/BoS

Dos and Don’ts in Assurance of Learning Standards

Dos Plan it elaborately

Conduct faculty training

Create appropriate roles and structure

Make everything clear to students

Improve course and curriculum on the basis of feedback

Keep record at individual, programme and institution level

Don'ts Equate marking with rubric

assessment

Develop rubrics without high rigour and community engagement

Leave it to an individual faculty. AoLS is the responsibility of the academic community

Make it too complex

Implications of Assessment As Learning

Learning is the centre of activities, assessment is the background

There should be several and diverse assessment activities

Each assessment activity has to be followed by feedback

Over a period of time, an instructor should develop and store the examples of different levels of learning for different assessment activities

There should be an audit of assessment tools and assessed work from time to time

Faculty should be trained in using Assessment As Learning

A Senior Professor should lead the initiative so that it gets credence