2. Learning outcomes
- To establish principles of effective assessment and
feedback
- Identify benefits of constructive alignment for own teaching
practice
- to reflect on current practice
- to develop an action plan to refine approaches used to
maximise engagement and learning
4. Constructive alignment requires 4
steps: 1 - Defining the intended
learning outcomes (ILOs);
2 - Choosing teaching/learning
activities likely to lead to the ILOs
3 - Assessing students' actual learning
outcomes to see how well they match
what was intended
4 - Arriving at a final grade.
8. 1.Assessment must always require engagement of students
in productive learning activities
2.Active and appropriate feedback must be consciously
designed
3.Teachers and students must be partners in learning
4.Students must always be inducted well into learning
processes
5.Assessment for learning needs to be at the centre in course
design
http://www.flickr.com/photos/nathangibbs/2112601435/
Boud, D. (2011) http://www.slideshare.net/ntltconference/ntlt-conference-2011-david-boud-keynote
11. connecting skills &
knowledge
real world context
http://uminntilt.wordpress.com/2012/07/31/authentic-
assessments-sparks-for-learning-summer-tapa-3/
12. Traditional Authentic
Selecting a response Performing a task
Contrived Real-life
Recall/recognition Construction/application
Teacher-structured Student-structured
Indirect Evidence Direct evidence
http://jfmueller.faculty.noctrl.edu/toolbox/whatisit.htm
13. Marking
Assessment criteria
establishes clear and unambiguous standards of
achievement for each learning outcome
Grade descriptors
provides a general description of the standard required
for achievement of each pre- established grade, marking
band or degree classification
Marking schemes = rubrics
assessment criteria linked grade descriptors
http://tinyurl.com/9r6szbz
14. What else is important in
Learning & Assessment?
17. Feedback
…as a form of
http://www.flickr.com/photos/37514440@N02/4938211101
thinking with…
18. 3 generations of feedback
(Marks 0; 1; 2)
Boud, D. & Molloy, E. eds., 2012. Feedback in Higher and Professional Education: Understanding it and doing it well,
Routledge.
19. Mark 0 - Conventional
http://www.flickr.com/photos/73645804@N00/864731205
20. Mark 1 – Behavioural (closed)
http://www.flickr.com/photos/tranchis/3708549622/
we have to state our objectives in terms that require students to demonstrate their understanding, not just simply tell us about it in invigilated exams. The first step in designing the curriculum objectives, then, is to make clear what levels of understanding we want from our students in what topics, and what performances of understanding would give us this knowledge. It is helpful to think in terms of appropriate verbs. Generic high level verbs include: Reflect, hypothesise, solve unseen complex problems, generate new alternativesLow level verbs include: Describe, identify, memorise, and so on. Each discipline and topic will of course have its own appropriate verbs that reflect different levels of understanding, the topic content being the objects the verbs take.