Learning and Teaching Learning and Teaching Conference, University of Conference, University of Stirling 22nd April 2015Stirling 22nd April 2015'Facets of Assessment'Assessment at the heart of learning:

students’ learning supported through self-assessmentDr Maddalena Taras

maddalena.taras@sunderland.ac.ukhttp://www.sunderland.ac.uk/research/areasofresearch/thecentreforpedagogy/

staffprofiles/drmaddalenataras/

My Research

Student self-assessment 1999, 2001, 2002, 2003, 2008a, 2009c, 2010a, 2010e, 2013b, 2015

National/Institutional issues 2002, 2006a, 2008c, 2009b, 2014a

Metaphor 2006b, 2007a, 2007bAssessment Theory 2005, 2008b, 2009a, 2010d,

2012c, 2013a,Theory: understanding our understandings 2008b,

2013a, 2014bAssessment for Learning Theory 2005, 2007a,

2007c, 2008c, 2009a, 2010b, 2012b,Sectarian Divisions 2007c, 2008b, c, 2009a

Aims

 To think and explore theory and practice

How to make student-centred assessment, learning and teaching a reality

Challenge each other’s thinking

Learning and Teaching discourses

… learner/learning-centred discourses, AforL and AofL integral, integrated into learning …

…learning theories require student voice, agency, inclusion, empowerment

Tutors facilitate, support, inspire“The mind is not a vessel to be filled, but

a fire to be lit” (Plutarch c46 -127AD)

Learning TheoriesLearning Theories NOT mutually exclusive NOT mutually exclusive

Behaviourist = external stimuli to make internal changes

Metaphor = filling of a bucket

Social constructivist = group and individual building of meaning

Metaphor = building: a house of many rooms

How does assessment relate to learning and

teaching?

Who thinks tutors can teach as well or better without assessment?

Who thinks learners can learn as well or better without assessment?

??In L n T all happy and singing from same hymn sheet until we get to assessment?

Tasks

Task 1: metaphor of A, L

and T

Individually, write down a metaphor which relates assessment, learning and teaching

Task 2: What is Task 2: What is Feedback? Feedback?

Individually, write 3 distinguishing features of feedback

In twos or threes agree 2 main features of feedback

Task 3

Keep in mind these features of feedback which you have agreed on, as I present two self-assessment models.

See how your features of feedback relate to those implied within the self-assessment models.

Why self-assessment? Support for mandatory use of self-assessment

Theory Black & Wiliam 2003, 2006, 2009, Sadler 1989, 2010, Taras 2002, 2005, 2010, 2012, 2013bEmpirical research Black & Wiliam 1998, Crooks 1988, Hattie & Timperley 2007, Natriello 1987Practice Boud 1995, Cowan 2006, Brown 2013“I judge the introduction of self-assessment … as the most powerful factor for change and development that I have yet encountered.” (Cowan 2006 p111)“Almost all the teachers mentioned some form of self-assessment in their plans…the effect of the intervention can be seen to almost double the rate of student learning” (Wiliam 2007 p1059)

SSA about making SSA about making assessment explicitassessment explicit

How many self-assessment models are there?

What are they?

5 Self-assessment models

Standard modelSelf-marking“Learning Contract Design” SSA to

own criteria (Cowan 1984, 2006)Self-assessment with integrated

tutor/peer feedback (Taras 2001, 2003,

2008, 2010, 2015)‘Sound Standard’ model (Cowan 2002)

Self-assessment models

Looking at differences between two models:

Standard model – default model(HE in UK, Australia since 1970s)

Self-assessment with integrated tutor/peer feedback (Taras 2001, 2003, 2008, 2010, 2013, 2015)

Commonality of conception of principles, philosophy

Self-assessment is embedded in reflection and holistic concepts of learning

for learning, life-long learning, professional development

learning needs self-assessment for students to be self-directed

autonomy and independence by becoming more self-reliant

teacher is not the sole authority; many places for learning support

Standard self-assessment model

Process use agreed criteria/standards to assess work provide strengths/weaknesses provide expected mark (optional)(Boud 1995, Cowan 2006)

Tutor feeds back on work and self-assessmentStudent compares own and tutor assessment

How is Standard Self-assessment model process, learner and learning-centred?

I am going to demonstrate that this is limited

Advantages of Standard model

• understanding of criteria• students’ reflect on own work• relate tutor/peer feedback/grade to own reflectionGood for (self) checking

Disadvantages of Standard model

(in hindsight and mainly from students) Non-graded work less important to students

(tutors?) Students’ work judged twice Tutor double assessment load Students’ “good work” handed in - convinced Can become a confessional (Reynolds and

Trehan 2000; Taras 2008, 2010, 2015;Tan 2004) Vicarious and indirect expertise of grading Separates tutor/student assessments Difficult for students to question grades

Making the Standard self-assessment model

learner and learning-centred

Making Standard ssa model learner and learning-centred?Disadvantages of Standard model (in hindsight and mainly from students)

Removing disadvantages of Standard model

1. Non-graded work less important to students (tutors?)

2a. Students’ work judged twice

2b. Tutor double assessment load

3a. Students “good work” handed in - convinced

3b. Can become a confessional

4. Vicarious and indirect expertise of grading

5. Separates tutor/student assessments

6. Difficult for students to question grades

1. Using summative assessment tasks

2a. Students’ work judged once

2b. Maintain tutor work load

3a. Students understand worth and standard of work

3b. NOT introspection, quality focus

4. Provide direct expertise of grading

5. Tutor/student assessments united

6.Grades can be discussed on equal terms

Taras model process: refined, updated from student/tutor feedback

TutorCorrects and grades student work on separate (feedback)

sheetIn class, returns student work with no comments or grades 

StudentsReceive own work with no comments or gradesReread work and make correctionsDiscuss with peers if have queries 

Students exchange work (to read 2 or 3) and peer assessStudents discuss own and peer work, grade peer and own

work

Taras model process: refined, updated from student/tutor feedback

TutorDoes not interfere unless consulted – hardest part

of processCollects student peer and self-assessmentsEach student receives feedback and grading from

tutor 

StudentsCompare own, peer grades and comments with

tutor’sDiscussion if necessary

Taras model process: refined, updated from student/tutor feedback

TutorCorrects and grades student work on separate (feedback) sheetIn class, returns student work with no comments or gradesStudentsReceive own work with no comments or gradesReread work and make correctionsDiscuss with peers if have queriesStudents exchange work (to read 2 or 3) and peer assessStudents discuss own and peer work, grade peer and own workTutorDoes not interfere unless consulted – hardest part of processCollects student peer and self-assessmentsEach student receives feedback and grading from tutorStudentsCompare own, peer grades and comments with tutor’sDiscussion if necessary

Advantages of model with Advantages of model with integrated peer/tutor integrated peer/tutor

feedbackfeedbackModel trialled in HE in the UK across subject area and in Secondary education in Sweden

“The results showed that while both conditions benefited learning, self-assessment with integrated tutor feedback helped students identify and correct more errors (those that they or peers had not been aware of) than self-assessment prior to peer or tutor feedback. Interestingly, this study not only shows the benefits of integrating external and internal feedback but it also shows ways of helping students internalise and use tutor feedback” (Nicol and Macfarlane-Dick 2005 p9)

“If anything, the guild knowledge of teachers should consist less in knowing how to evaluate student work and more in knowing ways to down-load evaluative knowledge to students” (Sadler 1989 p141)

Advantages of model with integrated peer/tutor

feedbackFor Studentsstudents internalise tutor feedbacktransparency tutor marking/gradingstudent double-marker to tutorcan question process/productcan approve the tutor mark/ act as own double-markercan question any stage of process or product which is not clearGrading is very emotive for tutors and learners: can diffuse grading problemsfeedback enables students to get beyond own perceptions of merit of their work

Advantages of model with integrated

peer/tutor feedbackFor Tutorethical inclusion of students – student-centredDoes own work BUT students do thinkingSaves hours in individual tutorials = tutor telling/justifying themselvesFailing students is less difficult Disadvantages Without using standard model – too summative assessment focused

Tasks 2 and 3: Tasks 2 and 3:

What concepts of feedback do the 2 self-assessment models use?

How do your features of feedback relate to those subsumed within the self-assessment models?

Do we all agree that feedback is central to support learning?

And links assessment to learning?

What is feedback?

Is feedback information advice opinion instruction/order…or………

Feedback

…is a product of assessment

Tutors/peers cannot provide formative feedback

(Formative) Feedback

...is info, advice etc. which is used

…if/how feedback used depends on learners

Plutarch’s fire (c46 -127AD)

Task 1: Metaphor Task 1: Metaphor relating A, L, Trelating A, L, T

What does your metaphor say about your beliefs on the links between A, L, and T?

What does the conference title say about assessment? 'Facets of Assessment'

What does my title say about my beliefs on assessment?

Assessment at the heart of learning

Metaphors relating A, L, Metaphors relating A, L, TT

Assessment is the grit in the oyster of learning and teaching as it creates the pearls

A, L and T are three legs of a stool

Will you all provide me with (anonymous) feedback pleaseWrite 3 things you which made you thinkWhat if anything was new to you?Write 3 things you disagree with (and why)

Thank you. Any questions? maddalena.taras@sunderland.ac.uk