Rewarding Assessment: Making Learning Outcomes Work for You

Professor Elizabeth Handsley School of Law, Flinders University

What do our stated learning outcomes reflect?

• What we think we want/need to teach? • What we think students need to know? • What we want students to learn? • What we expect students to learn? • What we plan to assess students on?

Findings from Faculty Scholar project (2008)

• Rare to use explicit assessment criteria • Where used, likely to reflect generic

skills eg Have you written a good essay? not Have you demonstrated achievement of the stated outcomes?

• Stated learning outcomes may not lend themselves to use as criteria

ALSO:

• ELOs often clustered at bottom of Bloom’s taxonomy

• Difficulties of applying outcome-based approach in context of graded passes

Other contextual aspects

• Changing student body • ‘We teach too much’ • Increased pressures for accountability,

quality (≈ moderation) • C2R2

– graduate qualities – internationalisation – indigenisation

LLAW 2221 The Constitution and the Australian People

[Indigenous / Social Justice I] • Second Semester, Second Year core

topic • Some material mandated by admitting

authority • Some mandated by FLS preferences • Need to serve rest of curriculum

What do core law topics typically require of students?

• Content content content • Discuss and develop understanding in

smaller classes • Solve problem questions: identify issue,

apply law, conclude (esp in exams) • Independent research • Broader analysis and evaluation • Proper legal writing

Bloom’s taxonomy: a quick reminder

• Remember • Understand • Apply • Analyse • Evaluate • Create

LLAW 2221: ELO 1

• identifying the aspects of constitutional law that need to be applied to hypothetical fact situations raising issues relating to relationships between government on the one hand and private individuals, groups and institutions on the other

ELO 2-3

• applying the relevant principles of constitutional law to resolve issues relating to express rights and freedoms in the Commonwealth Constitution

• applying the relevant principles of constitutional law to resolve issues relating to implied rights and freedoms in Australian constitutions

ELO 4-5

• applying the relevant principles of constitutional law to resolve issues relating to freedom of interstate trade in the Commonwealth constitution

• applying the relevant principles of constitutional law to resolve issues relating to non-discrimination against interstate residents under the Commonwealth Constitution

ELO 6-7

• applying the relevant principles of constitutional law to resolve issues relating to the races power in the Commonwealth Constitution

• analysing the impact of political and historical developments on Australian constitutional law and jurisprudence governing relationships between government on the one hand and private individuals, groups and institutions on the other

ELO 8-10 • critically evaluating the current and

potential role of Australian constitutions in protecting the interests of private individuals, groups and institutions, especially Indigenous people

• communicating effectively and appropriately

• applying the appropriate legal conventions in their writing, including proper citation method

In other words …

• Identify • Apply (X5) • Analyse • Evaluate • [Communicate]

From ELOs to assessment 1. identifying … Quizzes, workshop participation and examination

2. applying … express rights and freedoms Workshop participation and examination

3. applying … implied rights and freedoms Workshop participation and examination

4. applying … freedom of interstate trade Workshop participation and examination

5. applying … non-discrimination against interstate residents

Workshop participation and examination

6. applying … races power Workshop participation, community education project and research essay

7. analysing the impact of political and historical developments …

Workshop participation, exam

8. critically evaluating … Community education project, research essay

9. communicating … Community education project, research essay, workshop participation

10. applying the appropriate legal conventions …

Community education project, research essay

Assessment structure Community education project + Team credits

OR Research essay

(Must pass)

30%

Quizzes (best 4 out of 5) 20%

Workshop participation 10%

Exam (Must pass) 40%

Research essay The recent recommendations of the Expert Panel on Recognising Aboriginal and Torres Strait Islander Peoples in the Constitution covered some of the same matters as the Constitutional Commission covered in its 1988 Report. Compare and contrast the two sets of recommendations. To what extent might the differences between the recommendations be explained by legal and other developments since 1988?

Marking grid for research essay

6. Applying relevant principles on race power

Not present Limited Competent Good Excellent

7. Critically evaluating current role of Constitutions …

Not present Limited Competent Good Excellent

… and potential role of Constitutions

Not present Limited Competent Good Excellent

9. Communicating effectively …

Difficult to read

Readable with extra concentration

Generally readable

Highly readable

A pleasure to read

… and appropriately Too many errors

Many errors Some errors A few errors No errors

10. Applying relevant legal conventions

Too many errors

Many errors Some errors A few errors No errors

Exam format Column A (50%) Column B (25%)

Property rights (exp)

Civil rights (exp)

Implied freedom of political communication

Political rights (exp)

Judicial process / non-judicial detention (imp)

Interstate trade

Non-discrimination

Rights and the rule of law

Question1 (75%) (a) Column A AND (b) Column B

OR

Question 2 (75%) (a) Column A AND (a) Column B

Question 3 (25%) Column B

OR Question 4 (25%) Column B

The benefits

• Minimal double-assessment of outcomes

• Expectations clearer • Marking grids etc write themselves • Feedback: ‘they don’t just seem like

management-speak’ • Rewarding!

Lingering questions

• Assessing on things we don’t actually teach (eg communication skills)

• Students able to pass (or better) without demonstrating achievement of all ELOs

Questions?

Thanks!

Elizabeth.Handsley@flinders.edu.au