using student-centred assessment to inspire learners and evidence their learning
TRANSCRIPT
School of Languages, Cultures and SocietiesFaculty of Arts, Humanities & Cultures
Student-centred assessment to inspire learners
Caroline CampbellDirector, Languages for All
www.leeds.ac.uk/learnalanguage
The role of assessment“Assessment, rather than teaching, has a major influence on students’ learning. It directs attention to what is important. It acts as an incentive for study. And it has a powerful effect on what students do and how they do it.”
(Boud 2007:4)
(cont.)“Students learn what they think they will be tested on. This is backwash, a term coined by Lewis Elton (1987:92), to refer to the effects assessment has on student learning. Assessment determines what and how students learn more than the curriculum does.” (Biggs & Tang 2011:197)
Dimensions of assessment tasks(https://teaching.unsw.edu.au/selecting-assessment-methods)
Task engagement: individual vs groupTiming and status: early in course vs late in course
formative vs summativeCost/benefit: low student workload vs high
low staff workload vs high low weighting vs high weighting
Topic flexibility: negotiable vs pre-determinedchoice of topic/focus vs no choicestudents orient to own world vs ‘course’ world
Feedback
Beaumont et al 2008
Old model of assessment (for modules at CEFR B1-B2)
Assessment Timing Activities involved Weighting
Semester 1: Portfolio
Week 11 4 Independent tasks at home
Reading, Writing, Speaking & Listening
25%
Semester 2: ProjectReading task
Week 14
3 texts on chosen topic
10%
Presentation Weeks 17-19
In class 15%
Writing task Week 21 In class + submission of reading task 20%
Speaking exam Exam period Response to a listening stimulus
Questions & Answers
30%
New model of assessment (CEFR B1-B2)Type of assessment Timing Activities involved Weighting
Semester 1
Speaking task
Weeks 10-11
Group task, prepared during the semester, presented in class
35%
Semester 2
Writing task
Week 21
Individual writing task - in class
35%
Speaking exam Exam period Response to a listening stimulus
Q&A
30%
Speaking task (35%)
Student-led assessment• Group task • Research a topic – academic and/or cultural interest• Decide media & format - preferably digital media• Live performance in class, pre-recorded video showcase or a mixed mode
of delivery; Q&A
Proposal form submitted – week 6Key vocab & quiz
Freedom
Flexibility
Creativity
Responsibility
Empowerment + Engagement
How is it assessed?
Group mark Individual mark
Task completion & delivery Use of language
Content & organisation Pronunciation, intonation & fluency
Student feedback freedom to choose a topic opportunity to be creative
“It pushed me out of my comfort zone so I felt a sense of achievement once it was finished”“I will use Go Animate again”https://getkahoot.com/how-it-works
Is 35% a reasonable weighting?
Yes Don't know
Staff feedback
Range of skills developed More guidance/support needed re using digital tools?
Memorable, enjoyable, engaging, impressive
More input/support re effective group work
Can start marking there and then
Kirsten – “I love it!”
Class seems to gel sooner – common focus & group task
Better engagement with the T, L & assessment Active learning Early increase in confidence … ‘talk as performance’
Inspired & motivated
Next steps• Require students to use digital tools? = new learning outcome• Assess the interaction? = new learning outcome, practice task required …• Employer feedback • Have students used the evidence of their skills?
Writing task (35%)
Individual task - in class (week 21)Student’s response to a reading stimulus
Up to 6 resources allowed
• Content & organisation • Range of language• Accuracy
Speaking exam (30%)
IndividualStudent’s response to a listening stimulus – available on VLE for 7 daysQ&A
References Beaumont, C., O'Doherty, M. and Shannon, L. (2008) “Staff and student perceptions of feedback quality in the context of widening participation” York: Higher Education AcademyBiggs, J. & Tang, C. (2011) “Teaching for Quality Learning at University” 4th ed, Maidenhead: McGraw Hill and OUPBoud, D. & Falchikov, N. (2007) “Rethinking Assessment in Higher Education: Learning for the longer term” Oxon: Routledge Race, P. (2007) “The Lecturer’s Toolkit – A practical guide to Assessment, Learning and Teaching” London: RoutledgeAssessment toolkit: Selecting Assessment Methods –https://teaching.unsw.edu.au/selecting-assessment-methods (accessed 10.6.16)