assessment for learning in practice: case studies from northumbria's cetl
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Assessment for Learning in Practice: case studies from Northumbria's CETL. Gill Davison, Kerry Harman, Jessie Hou and Jenna Tudor, CETL research centre. Centre for Excellence in Teaching & Learning Assessment for Learning. - PowerPoint PPT PresentationTRANSCRIPT
CENTRE FOR EXCELLENCE IN TEACHING & LEARNINGASSESSMENT FOR LEARNING
Assessment for Learning in Practice: case studies from Northumbria's CETL
Gill Davison, Kerry Harman, Jessie Hou and Jenna Tudor,CETL research centre
CENTRE FOR EXCELLENCE IN TEACHING & LEARNINGASSESSMENT FOR LEARNING
CENTRE FOR EXCELLENCE IN TEACHING & LEARNINGASSESSMENT FOR LEARNING
Emphasises
authentic & complex assessment tasks
Develops students’ abilities to
evaluate own progress, direct
own learning
Is rich in formal
feedback (e.g. tutor
comment, self-review logs)
Uses high stakes
summative assessment
rigorously but sparingly
Is rich in informal
feedback (eg peer review of draft writing, collaborative project work)
Offers extensive ‘low
stakes’ confidence
building opportunities and practice
The Assessment for Learning
(AfL) Conditions
“How might I use these in my own teaching?”
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How AfL Practices Facilitate Chinese Students’ Transition to the Higher Education in the UK
• Participants: 2+2 undergraduate Chinese engineering students• Module: Electronic Product Development• Teaching Strategy: Supporting lectures + weekly workshop + group work + project work • Learning Strategy: Directed learning + independent learning• Assessment Strategy: 3 reports + 1 presentation• AfL Practices: Formative feedback + ‘Low stakes’ + Peer support + Self-directed learning
CENTRE FOR EXCELLENCE IN TEACHING & LEARNINGASSESSMENT FOR LEARNING
CENTRE FOR EXCELLENCE IN TEACHING & LEARNINGASSESSMENT FOR LEARNING
Using AfL to assist students in their individual final year projects
Group sessions for final year Mechanical Engineering undergraduates in their ‘Investigative Project’ module.
• Encourage peer feedback on project ideas• Allow students to share skills and best practice• Help maintain motivation throughout year-long project• Prepare students for viva examination• Encourage students to reflect on own progress
CENTRE FOR EXCELLENCE IN TEACHING & LEARNINGASSESSMENT FOR LEARNING
Students said the project mentoring sessions ... “proved useful to help keep disciplined in achieving
targets and goals. It also gives an insight into what other students are working on and any tools that can be adopted.” “have been very useful to me. If I have a problem I can share it “have been useful to see how otherwith 4 or 5 people to get better students have been progressing advice.” with their projects. Provided
motivation throughout project.”
“The addition of the group sessions Staff said: means that supervision time can be
used properly; focusing on discipline and project specific issues.”
CENTRE FOR EXCELLENCE IN TEACHING & LEARNINGASSESSMENT FOR LEARNING
What do we mean by authentic assessment?
• Authenticity is a contested subject – dependent on context, cultural norms and value. Can be viewed as subjective and a relative term (Gulikers, 2006)
• Authenticity became popular in learning theories such as situated learning, experimental learning and cognitive apprenticeship (Brown, Collins & Duguid, 1989). Focuses on learning in meaningful contexts
• Common denominator is learning undertaken to acquire and apply knowledge, skills and feelings in an immediate and relevant setting
CENTRE FOR EXCELLENCE IN TEACHING & LEARNINGASSESSMENT FOR LEARNING
Geophotography & Authentic Learning• Module designed to allow students to develop a high
degree of learner autonomy.
• Assessment tasks included the development of a photographical journal based around students lives in Newcastle upon Tyne. Tasks meaningful and relevant to learners lives.
• Students were required to develop a critical review of their learning journey and relate this to relevant geographical theory.
CENTRE FOR EXCELLENCE IN TEACHING & LEARNINGASSESSMENT FOR LEARNING
AfL in MA Design programme• Context – using AfL to enhance essay writing skills• Weekly writing that could be recycled in essay• Writing posted on blackboard, peer review• Weekly discussion groups• draft essays, peer assessment• formal feedback from lecturer
CENTRE FOR EXCELLENCE IN TEACHING & LEARNINGASSESSMENT FOR LEARNING
Emphasises authentic & complex assessmen
t tasks
Develops students’ abilities to
evaluate own progress, direct own learning
Is rich in formal feedback (e.g.
tutor comment, self-
review logs)
Uses high stakes summative assessment
rigorously but sparingly
Is rich in informal
feedback (eg peer review of draft writing, collaborative project work)
Offers extensive ‘low
stakes’ confidence
building opportunities and practice
The AfL conditions
“Working within the spirit of AfL”
CENTRE FOR EXCELLENCE IN TEACHING & LEARNINGASSESSMENT FOR LEARNING
Emphasises
authentic & complex assessment tasks
Develops students’ abilities to
evaluate own progress, direct own learning
Is rich in formal feedback (e.g. tutor comment,
self-review logs)
Uses high stakes summative assessment
rigorously but sparingly
Is rich in informal
feedback (eg peer review of draft writing, collaborative project work)
Offers extensive ‘low
stakes’ confidence
building opportunities and practice
Introducing informal peer support into individual investigative projects
Introducing informal peer support into individual investigative projects
CENTRE FOR EXCELLENCE IN TEACHING & LEARNINGASSESSMENT FOR LEARNING
Emphasises authentic & complex assessmen
t tasks
Develops students’ abilities to
evaluate own progress, direct own learning
Is rich in formal feedback (e.g. tutor comment, self-review logs)
Uses high stakes summative assessment
rigorously but sparingly
Is rich in informal
feedback (eg peer review of draft writing, collaborative project work)
Offers extensive ‘low
stakes’ confidence
building opportunities and practice
Introducing international students to AfL
Introducing international students to AfL
CENTRE FOR EXCELLENCE IN TEACHING & LEARNINGASSESSMENT FOR LEARNING
Emphasises authentic & complex assessmen
t tasks
Develops students’ abilities to
evaluate own progress, direct own learning
Is rich in formal feedback (e.g. tutor comment, self-review logs)
Uses high stakes summative assessment
rigorously but sparingly
Is rich in informal
feedback (eg peer review of draft writing, collaborative project work)
Offers extensive ‘low
stakes’ confidence
building opportunities and practice
Offers extensive ‘low
stakes’ confidence
building opportunities and practice
Encouraging authenticity in Geophotography
Encouraging authenticity in Geophotography
CENTRE FOR EXCELLENCE IN TEACHING & LEARNINGASSESSMENT FOR LEARNING
Emphasises
authentic & complex assessmen
t tasks
Develops students’ abilities to
evaluate own progress, direct own learning
Is rich in formal feedback (e.g. tutor comment, self-review logs)
Uses high stakes summative assessment
rigorously but sparingly
Is rich in informal
feedback (eg peer review of draft writing, collaborative project work)
Offers extensive ‘low
stakes’ confidence
building opportunities and practice
AfL in MA DesignAfL in MA Design
CENTRE FOR EXCELLENCE IN TEACHING & LEARNINGASSESSMENT FOR LEARNING
Emphasises authentic & complex assessmen
t tasks
Develops students’ abilities to
evaluate own progress, direct own learning
Is rich in formal feedback (e.g.
tutor comment, self-
review logs)
Uses high stakes summative assessment
rigorously but sparingly
Is rich in informal
feedback (eg peer review of draft writing, collaborative project work)
Offers extensive ‘low
stakes’ confidence
building opportunities and practice
Introducing AfL approaches to support learners.
CENTRE FOR EXCELLENCE IN TEACHING & LEARNINGASSESSMENT FOR LEARNING
Thank you
Questions?