geraldine o'neill.pptx
TRANSCRIPT
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AssessmentASLearning:Astudent‐centeredapproachto
feedbackandassessment.
DrGeraldineO’Neill,UCDTeaching&Learning.
5thJuly,2013.VetEdConference.
SomequesQonstoconsiderinthispresentaQon
1. Whatarethewiderpurposesofassessment?
2. Howdotheselinkwithfeedbackandstudentsabilitytomonitortheirlearning?
3. Howcanweuseapproachesinthecurriculumtohelpstudentstakemoreresponsibilitytomonitortheirownlearning?
Howcanweuseapproachesinthecurriculumtohelpstudentstakemoreresponsibilityto
monitortheirownlearning?
Tobeable,ondayone,tohavetheVeterinarySkills/Competencies,to:
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‘Beawareofpersonallimita1ons,anddemonstrateawarenessofwhenandfromwheretoseekprofessionaladvice,assistanceandsupport’.A1.12(Day1)andA2.11(Year1)
‘Developacapacityforself‐auditandwillingnesstopar1cipateinthepeer‐reviewprocess’A1.11(Day1)andA2.11(Year1)
hZp://www.rcvs.org.uk/document‐library/day‐and‐year‐one‐competences/
‘Beawareofpersonallimita1ons,anddemonstrateawarenessofwhenandfromwheretoseekprofessionaladvice,assistance
andsupport’.
TheEuropeanAssociaQonofEstablishmentsforVeterinaryEducaQon(EAEVE)DayOneSkills/Competencies
(SOPamendedMay2012,Budapest)hZp://www.eaeve.org/evaluaQon/standard‐operaQon‐
procedures.html
OtherDayOneSkills/Competencies,see,FVE&EAVEReport(June2013)onhZp://www.fve.org/uploads/publicaQons/docs
full_report_aw_curriculum_adopted.pdf
AstarQngpointistore‐thinkthewiderpurposesofassessment
(andfeedback)
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Whatarethewiderpurposesofassessment?
AS
FOR
OF
ASSESSMENT.. ..LEARNING
“AssessmentofLearningistheassessmentthatbecomespublicandresultsinstatementsorsymbolsabouthowwellstudentsarelearning.Ito:encontributestopivotaldecisionsthatwillaffectstudents’futures.Itisimportant,then,thattheunderlyinglogand
measurementofassessmentbecredibleanddefensible.”ManitobaEducaQon(2006,p55)
Whatarethewiderpurposesofassessment?
AS
FOR
OF
ASSESSMENT.. ..LEARNING
FOR(formaQveassessment)
AS(formaQveassessment)
OF(SummaQveassessment)
FOR(formaQveassessment)
AssessmentFORlearningoccursthroughoutthelearningprocess.
ItisinteracQve,withlecturersaligningtheirteachinghavingidenQfiedparQcularlearningneedsof
students,byselecQngandadapQngmaterialsandresources.
ProvidingimmediatefeedbackanddirecQontostudents.
(adaptedfromManitoba,2006)
Itcanbeteacher‐centered
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‘However'telling'studentsaboutthequalityoftheirworkthroughtheprovisionofteacherfeedbackwillleavemanystudentsunpreparedforlifebeyondtheuniversity.Itwillnotdevelophigh‐levelevalua1veskillsincomplexlearningdomains,wherestudentsareexpectedtoproducehigh‐qualityworkontheirown’.
(QAA,2010,DavidNicolcommenQngonSadler’swork).
AS(formaQveassessment)
AssessmentASlearningoccurswhenstudentsreflectonandmonitortheir
progresstoinformtheirfuturelearninggoals.
hAp://www.educaDon.vic.gov.au/studentlearning/assessment/
AssessmentASLearninghasarelaQonshipwithstudentslong‐
termabilitytoself‐monitortheirperformance
‘studiesshowedthatstudentsdeveloptheselfassessmentabilitythoughpracQcewithassessment‘as’learningandthisaccountsinpartforeffecQvelearningaiercollege’.
(Bryan&Clegg,2006,Innova1veAssessmentsinHigherEduca1on.London:TaylorFrancis)
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Theory of FormativeAssessment
Theory of Formative Assessment
Feedback
AssessmentAS
Learning
AssessmentFOR
Learning
Self RegulatedLearning
Adapted from Clark I. (2012) Formative Assessment: Assessment Is for Self Regulated Learning. Educational Psychology Review, 24, 205-249.
Model1:Assessment&Feedback
SomeDilemmasandIdeasfora)TeachingPracQce
b)Module/CurriculumDesign
(AssessmentFOR/ASLearning)
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SomeTeachingProblems/BoAlenecksNicol(2010)
Learnersdon’tunderstandtheassessmentcriteriasotheyunder‐perform
DifficulttoprovidevariedandrichfeedbackLearner’sperceiveliZleopportunitytoactonfeedback(poorQmingoffeedback)
LearnersappeartoodependentontheirteachersLearnersaredoingliZleworkmostoftheQmeTeachersdon’tgetenoughinformaQontoadaptteachingtolearners’needs
*hZp://www.ucd.ie/t4cms/Enhancing%20Assessment%20&%20Feedback%20in%20FY.ppt
Insummary‘Feedbackistoosparse,toolowinnutrients,orcomestoolatetobenefitthequalityoftheirlearning’(QAA,2007,p1)
Model2:Assessment&Feedback(Nicol,2009,2010)
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Some Remedies Problems or bottlenecks Remedies (drawn from the
principles)
* Learners don’t understand the assessment criteria so they under-perform * Difficult to provide varied and rich feedback * Learner’s perceive little opportunity to act on feedback * Learners appear too dependent on their teachers * Learners are doing little work most of the time * Teachers don’t get enough information to adapt teaching to learners’ needs
• Active engagement with criteria • Peer dialogue and feedback • Inter-relate assignments or drafts and redrafts • Enhance reflection and self assessment • Lots of assignments evenly spread through through the year • Online tests and short one-minute papers
(Nicol,20100)hZp://www.ucd.ie/t4cms/Enhancing%20Assessment%20&%20Feedback%20in%20FY.ppt
SomeIdeas:Example1:
‘Dialogue’onlearning
In‐classoron‐linepeerandself‐reviewofworkagainstassessmentcriteria.(Sadler,2010)
SeeVeterinaryClincialPathologyexample:Individualtopairtogroupdiscussion(Canfield&Krockenberger,2009,seeappendix1)
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AssessmentasLearningMonitoringMetacogniDon
Whatisthepurposeoflearningtheseconceptsandskills?WhatdoIknowaboutthistopic?
WhatstrategiesdoIknowthatwillhelpmelearnthis?AmIunderstandingtheseconcepts?
Whatarethecriteriaforimprovingmywork?HaveIaccomplishedthegoalsIsetformyself?
Example2:Useofself‐monitoringquesQons
(in‐class,inassignments,inpracQce..)
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MoreStudentCenteredIdeashZp://www.ucd.ie/t4cms/tleffecQvefeedback.pdf
3.StudentRequestedFeedback:Askstudentstosubmitspecificrequestsforareasforfeedbackatthebeginningofassignment.
4.ParDcipaDoninon‐linediscussions/on‐lineMCQ;s
5.ShowingEvidenceofAcDon:Studenthavetointegrate(highlight),innextassignment/performancethechangesmadefromfeedback
6.Useofapre‐submissioncheck‐list(pro‐forma):Studentsself‐assessonsomepre‐definedcriteriaandhanditinwithassignment.
7.Useofclickers/showofhandsfollowedbydiscussioninpairs
SimplereflecQvestrategies
8.In‐classlearningjournal:a)ThisweekIhavelearned...b)FornextweekIamfocusingon...c)IwillknowIamgeqngbeZerwhen…
9.In‐classgraphicalrepresentaDves,forexample,conceptmaps(theirunderstandingtodateofrelaQonshipsbetweenconcepts)
NB:Studentsthenseqnggoals/plansforlearning.
OfficeofLearningandTeaching,DE&T(2013)
Quickdiscussioninpairs:Doyou,orwherecouldyou,usethese?
Anyotherexamples?
1. In‐classoron‐linepeerandself‐reviewofworkagainstassessmentcriteria
2. Useofself‐monitoringquesQons3. StudentRequestedFeedback4. ParQcipaQoninon‐linediscussions/on‐lineMCQ’s5. ShowingEvidenceofAcQon6. Useofapre‐submissionselfassessmentcheck‐list(pro‐forma)7. Useofclickers/showofhandsfollowedbydiscussioninpairs8. InClassleanringlogs/journals9. In‐classgraphicrepresentaQonsofknowledge.
10. Other………………………………………..
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SomeDilemmasandideasinCurriculum/ModuleDesign
‘Balancingassessmentofandassessmentforlearningwell,itisargued,isakeyaspectofanintegraDveapproachtoenhancingassessment,..’inthecurriculum
QualityAssuranceAgencyforHigherEducaQon(2007) 27
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BalanceinaProgramme(Curriculum)betweenAssessment‘FOR/AS’Learningand‘OF’
Learning
AssessmentOF
AssessmentFOR/AS:oienincorporatedintoteachingand
learningacQviQes
Knight, 2001
Reduce summative graded assessment here
Increase formative assessment here
ModuleRe‐DesignExample1
UCDSocialScience
AssessmentReDesignYear1
Students(n=200)submiZeda1000wordessay(40%)andatthe
endofthesemesterhaveaonehourexam(60%).
Notutorials(economicreasons)
Year2
StudentsaZendedatutorial,facilitatedbyLecturer(8x25students),inthefirsthalfofthesemesterwheretheyengagedincreaQnganin‐classgroupconceptmapoftheirunderstandingofthematerial.• Hadtotoshare,contrastandcomparetheir
interpretaQonoftheconceptmapwithotherstudents.
• 20%forparQcipaQoninthisacQvity,completedbyweek7.
InaddiQon,attheendofthesemesterstudentscompletea1000wordessay(80%)onweek12.
Theend‐of‐semesterwriZenexaminaQonwasremoved.
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ReducingandDiversifyingAssessmentin1stYearUCDSocialScience:Kennedy(2013)
hZp://www.ucd.ie/t4cms/UCDTLA0045.pdf32
Studentcomment‘Ifounditusefultoencourageourownindependentthinkingaroundtheideasthathadbeenpresentedandexplainedinthelectures
it'shelpfulindevelopinganunderstandingoftheconcepts.Tothinkforourselvesabouthowtheyareinterrelated’(Kennedy,2013)
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‘Thisquitesimplechangehasgiventhestudentsmorediversityinhowtheyareassessed;allowedmoredialoguearoundtheiden1tyofbeingasocialsciencestudent;
‐wasmoresociableanditshouldreducesomeoftheexamina1onpressureattheendofthesemester.Itwasareduc1oninandabeMeruseofmy1mewithstudents’
(Kennedy,2013)
Lecturercomment
OtherExamplesofCurriculumRe‐design
REAPprojects,Scotlande.g.Baxter,2007
PEWProgramInCourseReDesignprojects,USAOn‐lineLearningprojects,example,AustralianLearning&
TeachingCouncil(2013)
UNSW,AssessmentRedesignprojects,Australia(2013)
InSummary:Rethinking
‐AssessmentisnotjustforaccreditaQonpurposes,butneedstogivebothfeedbackonstudentlearningand,inparQcular,helpstudentstoself‐monitor(AssessmentASLearning)
‐AssessmentASlearningismorestudent–centered.asitassistsintheself‐monitoringtheirlearning.
‐EmbeddingsomedifferentteachingandmoduledesignapproachescanassiststudenttogainandretainthislifelonglearningskillfortheirpracQceasaVet
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AustralianLearning&TeachingCouncil(2013)UsingonlineenvironmentsforteachinglargeclassesCasestudy(Engineering&Chemistry)hZp://online.cofa.unsw.edu.au/learning‐‐‐to‐‐‐teach‐‐‐online/lZo‐‐‐episodes?view=video&video=271
Bryan,C.Clegg,H.(2006)Innova1veAssessmentinHigherEduca1on,London:TaylorFrancisGroup
Baxter,(2007).ACaseStudyofOnlineCollaboraQveWorkinaLargeFirstYearPsychologyClass:InAssessmentdesignforlearnerresponsibility29‐‐‐31May07
Canfield,P.J.,KrockenbergerMB(2009)AninteracQve,student‐centeredapproach,adopQngtheSOLOtaxonomy,forlearningtoanalyzelaboratorydatainveterinaryclinicalpathology.JournalofVeterinaryMedicineEduca1on.9(1):56‐61.
Chiou,C.(2008).Theeffectofconceptmappingonstudentslearningachievementsandinterest.Innova1oninEduca1onandTeachingInterna1onal,45(4),375‐387.
ClarkI.(2012)FormaQveAssessment:AssessmentIsforSelfRegulatedLearning.Educa1onalPsychologyReview,24,205‐249.
References
FAST(2013)FormaQveAssessmentinScienceTeaching(FAST)projectat:hZp://www.open.ac.uk/science/fdtl/
Gibbs,GandSimpson,C.(2004).CondiQonsunderwhichassessmentsupportsstudents'learning.LearningandTeachinginHigherEduca1onvol.1pp.3‐31.RetrievedApril6,2006,from:hZp://www.glos.ac.uk/adu/clt/lathe/issue1/index.cfm
Gibbs,G.(2006).Whyassessmentischanging.InC.BryanandK.Clegg(Eds),Innova1veAssessmentinHigherEduca1on,Routledge,London.
HEA(2013)AMarkedImprovement:TransformingAssessmentinHigherEducaQonhZp://www.heacademy.ac.uk/assets/documents/assessment/A_Marked_Improvement.pdf
Higgins,R.,Hartley,P&A.Skelton(2001):GeqngtheMessageAcross:TheproblemofcommunicaQngassessmentfeedback,TeachinginHigherEduca1on,6(2),269‐27
Juwah,C.,Macfarlane‐Dick,D,MaZhew,B.,Nicol,D.,RossD,&Smith,B.(2004)Knight,P.T.(2000)TheValueofaProgramme‐wideApproachtoAssessment.Assessment&Evalua1on,25(3),237‐251.
ManitobaEducaQon(2006)Rethinkingclassroomassessmentwithpurposeinmind:assessmentforlearning,assessmentaslearning,assessmentoflearning.hZp://www.edu.gov.mb.ca/k12/assess/wncp/rethinking_assess_mb.pdfaccessed3rdJuly2013.
Mutch,A,(2002)ThinkingStrategicallyaboutAssessment.Assessment&Evalua1oninHigherEduca1on,27,2,2002
Nicol,D(2007)E‐assessmentbydesign:usingmulQple‐choiceteststogoodeffect,JournalofFurtherandHigherEduca1on.31(1),53‐64.
Nicol,D(2007),LayingthefoundaQonforlifelonglearning:casesstudiesoftechnologysupportedassessmentprocessesinlargefirstyearclasses,Bri1shJournalofEduca1onalTechnology,38(4),668‐678
Nicol,D(2009),Transformingassessmentandfeedback:EnhancingintegraQonandempowermentinthefirstyear,PublishedbyQualityAssuranceAgency,Scotland
Nicol,D(2010)Frommonologuetodialogue:ImprovingwriZenfeedbackinmasshighereducaQon.AssessmentandEvalua1oninHigherEduca1on.35(5),501‐517
Nicol,D.&Macfarlane‐Dick,D.(2006).FormaQveassessmentandself‐regulatedlearning:AmodelandsevenprinciplesofgoodfeedbackpracQce.StudiesinHigherEduca1on,34(1),199‐218
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O’Neill,G(2010)Forma1veAssessment:Prac1calIdeasforimprovingtheefficiencyandeffec1venessoffeedbacktostudents,UCDTeachingandLearninghZp://www.ucd.ie/t4cms/UCDTLT0025.pdf
OfficeofLearningandTeaching,DE&T(2013)StrategiesforAssessmentASLearningaccessed2ndJuly2013.hZp://www.sofweb.vic.edu.au/blueprint/fs1/assessment.asp
PEWProject(2013)ProgramInCourseReDesignCentreforAcademicTransformaQon.hZp://www.thencat.org/PCR.htm
QAA(2010)DavidNicol‘Fourrecentpapersonassessmentandfeedbackwithsignificantimplica1onsforprac1ce,’EnhancementThemes.hZp://www.enhancemenZhemes.ac.uk/docs/publicaQons/four‐recent‐papers‐on‐assessment‐and‐feedback‐with‐significant‐implicaQons‐for‐pracQce.pdf
QAA(2007)Integra1veAssessment:BalancingAssessmentOfandFORLearning.UKTheQualityAssuranceAgencyforHigherEducaQon.accessed2ndJuly2013.hZp://www.enhancemenZhemes.ac.uk/docs/publicaQons/guide‐no‐2‐‐‐balancing‐assessment‐of‐and‐assessment‐for‐learning.pdf?sfvrsn=16
REAP(2010)Re‐engineeringAssessmentPrac1cesinSco`shHigherEduca1onhZp://www.jisc.org.uk/media/documents/programmes/elearningsfc/sfcbookletreap.pdf
Sadler,D.R.(2010)Beyondfeedback:Developingstudentcapabilityincomplexappraisal,Assessment&Evalua1oninHigherEduca1on.Assessment&EvaluaQoninHigherEducaQon,35,.5,535–550
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Taylor,J.A.(2008)AssessmentinFirstYearUniversity:AModeltoManageTransiQonJournalofUniversityTeachingandLearningPrac1ce–5/1,,20‐33
Kennedy,P(2013)ReducingandDiversifyingAssessmentin1stYearSocialScience:CaseStudyfromUCDAssessmentReDesignProjecthZp://www.ucd.ie/t4cms/UCDTLA0045.pdf
UNSW(2013)AssessmentASLearning.hZp://teaching.unsw.edu.au/assessment‐learningandhZp://teaching.unsw.edu.au/designing‐assessment‐learning
Appendix1CanfieldPJ,KrockenbergerMB.(2002)AninteracDve,student‐centeredapproach,adopDngtheSOLOtaxonomy,for
learningtoanalyzelaboratorydatainveterinaryclinicalpathology.JVetMedEduc.2002Spring;29(1):56‐61.
SourceFacultyofVeterinaryScience,UniversityofSydney,NewSouthWales,2006,[email protected]:ThepurposeofthisstudywastodescribeandevaluateaninteracQve,student‐centeredteachingstrategyforlearningtoanalyzelaboratorydatainveterinaryclinicalpathology.ThestrategywasdesignedtooperateintutorialsofapproximatelyonehourduraQonandadoptedthestructureoftheobservedlearningoutcome(SOLO)taxonomyinordertoalignwithoutcomesandassessmentcomponentsofunitofstudydesignandtoencourageadeepapproachtolearning.METHODOLOGY:TheteachingstrategyadoptedgroupdiscussionandreflecQveobservaQonascoreacQviQes.StudentsworkedaloneinidenQfyingabnormallaboratorydata,inpairsindiscussingpossiblereasonsfortheabnormaliQes,andintwolargergroupsindecidingonconclusionsfor,andfurtherinvesQgaQonandmanagementof,thecase.Thefinaldebriefingbroughtthetwogroupstogethertoreflect,quesQon,andreachaconsensusaboutthecase.TheteachingstrategywasevaluatedonthebasisofitssuccessinencouraginginteracQonthroughdiscussion,developingselfconfidenceinanalyzinglaboratorydata,andenhancingunderstandingastohowthedisciplinesofveterinaryclinicalpathologyandveterinarymedicineinterrelate.EvaluaQonusedself‐reflecQon,peerfeedback,andastudentquesQonnaire.CONCLUSION:TheteachingstrategyprovidedtheopportunityforstudentstodevelopandpracQceanapproachtotheanalysisoflaboratorydatainamannerconsistentwithcurrenteducaQonalthinkingonstudent‐centeredlearning.TheuseofgroupdiscussionandsignificantreflecQvepracQcenotonlyenhancedinterpersonalskillsbutalsoencouragedadeepapproachtolearning,leadingtoownershipofknowledgeandincreasedawarenessoftheworthofveterinaryclinicalpathologyintheinvesQgaQveprocess.