Charles Darwin University presentation

1. Transforming Higher
Education through
Learning-Oriented
Assessment
Professor Mike Keppell
Professor of Higher Education
Director, The Flexible Learning Institute
Charles Sturt University
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2. Overview
Goals for session
What is Assessment?
Learning-Oriented Assessment
Leading Transformative Change
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3. What is Assessment?
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4. What is Assessment?
Formative and Summative
Assessment OF Learning
Assessment FOR Learning
Assessment AS Learning
Learning-Oriented Assessment
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5. Formative and
Summative Assessment
Formative Assessment Summative Assessment
Assessment FOR learning Assessment OF learning
Generally carried out Generally carried out at the
during a course or project. end of a course or project.
Typically used to provide
Typically used to assign
students with feedback to
students a grade or mark.
aid learning.
Common forms: self- Common forms:
assessment, peer- examination, written final
assessment assignment
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6. Assessment OF Learning
Predominant form of assessment
Usually summative
Certifies student learning
Used to report about progress
Usually consists of tests or exams
Represented by marks or letter grades
Feedback is usually in the form of marks or grades
Often used for a comparison between students
(Earl, 2003).
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7. Assessment FOR Learning
Shifts emphasis from summative to formative
Shifts emphasis from making judgements to
descriptions which are useful for the next stage of
learning
Focuses on feedback to enhance individual
students learning
Still focused on the teacher’s role in the
assessment process (Earl, 2003).
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8. Assessment AS Learning
Emphasises the student’s role in the
assessment process
Students are regarded as active, engaged and
critical assessors
Students monitor what they are learning - make
adjustments, adaptations and major
adjustments to their own learning
Self assessment is the heart of the matter (Earl,
2003).
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9. Learning-Oriented
Assessment
Assessment tasks AS learning tasks
Students as self-evaluators
Feedback as feedforward
(Carless, Joughin, Liu, 2006; Keppell & Carless, 2006)
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10. ONE OF THE GREATEST
CHALLENGES IN HIGHER
EDUCATION IS TO
DESIGN SUMMATIVE
ASSESSMENT THAT
PERFORMS A FORMATIVE
FUNCTION
(CARLESS, JOUGHIN, LIU,
2006, P.8)
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11. Learning-Oriented
Assessment
Learning-oriented assessment
Student
Assessment tasks involvement in Forward-looking
as learning tasks assessment feedback
processes
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12. Assessment Tasks as
Learning Tasks
Assessment tasks need to promote desired learning
outcomes and dispositions
Constructive alignment of objectives, content and
assessment (Biggs, 1999)
Tasks should require distribution of student time and
effort throughout, not just short bursts of energy towards
the end (Gibbs & Simpson, 2004)
A relationship between assessment tasks and real-world
tasks, cooperative rather than competitive tasks
Some degree of student choice in assessment tasks.
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13. Authentic task
GROUP PROJECT 60%
The project will provide you with an opportunity to apply principles
and skills learned in the module to create a learning resource. All
aspects of the learning resource must be original work.
The project submitted via CD-ROM and hardcopy must include:
Needs analysis (template to be distributed)
Concept map (macro-design of website)
At least 10 original photographs (photographed by members of
your group)
One digital learning resource (photos and voiceover)
15 minute presentation about the project by your group
Report of no more than 800 words that discusses analysis,
design, production and evaluation of your project and includes
references to the module readings.
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14. Educational Purpose is clearly
Purpose is clearly Purpose is clearly
Purpose of stated, important, and Purpose is clear, Purpose is stated,
stated and is stated and is
Learning represents and but is mundane or but is unclear and
important to the worthwhile for the
Resource innovative approach to not noteworthy not evident
topic topic
(5 marks) the topic
Needs Analysis The needs analysis The needs analysis The needs analysis
(5 marks)* incorporates superior The needs analysis The needs analysis is organized in a is somewhat
*draft needs and thoughtful ideas is organized in a is organized in a basic manner, and disorganized and
analysis is also into a well organized thoughtful format basic manner. contains some contains noticeable
worth 5 marks format errors errors
Design of
Learning The concept map
The concept map The concept map The concept map is
Resource - outlines the structure
demonstrates clearly shows the The concept map is disorganized and
of the learning
Concept Map exceptional clarity in structure of the unclear and notes, confusing making it
resource in a
(5 marks)* showing the structure of learning resource hyperlinks and difficult to
satisfactory manner
*draft concept the learning resource and incorporates audio are not used understand the
and includes some
map is also and incorporates notes, notes, hyperlinks within the map. structure of the
notes, hyperlinks
worth hyperlinks and audio and audio learning resource.
and audio.
(5 marks)
Images work well to
Images work Images support the Images sometimes Imagery is used, but
maximize the
Images exceptionally well to learning resource support the learning it contributes little to
impact for most of
(5 marks) maximize the impact of consistently and resource, but the learning
the learning
the learning resource appropriately sometimes distract resource.
resource
Design provides Design consistently
Design and exceptionally uses color, theme, Design makes
Design uses color,
Appearance of consistent theme, and layout some use of color, No attention to
theme, and layout
Learning easy to follow layout, throughout the theme and layout, color, theme, and
throughout the
Resource and appealing use of learning resource in learning resource but it is not entirely layout is evident
(5 Marks) colors throughout the appealing and helpful or appealing
learning resource helpful ways 14
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15. Images and Images and
Production Images and voiceover Images and
voiceover work voiceover support Images and
of Digital work together voiceover are
together well to the learning voiceover do not
Learning exceptionally well to appropriately used
maximize the resource, but support the learning
Resource maximize the impact of in the learning
impact of the sometimes distract resource
(10 marks) the learning resource resource
learning resource from the purpose
Evaluation Evaluation
Evaluation
Evaluation Evaluation provides provides a good provides Evaluation provides
provides some
of Learning comprehensive amount of satisfactory little feedback on
feedback on the
Resource feedback on the use of feedback on the feedback on the the use of the
use of the learning
(10 marks) the learning resource use of the learning use of the learning learning resource
resource
resource resource
Clear and effective
Satisfactory
Excellent presentation presentation that
presentation that
Presentation that effectively effectively Presentation is Presentation is not
explains all
(5 marks) explains all aspects of explains all somewhat unclear well prepared
aspects of the
the project aspects of the
project
project
Project report Project report Project report
Project report
Project report provides provides a provides a basic provides an
provides a good
an excellent satisfactory explanation of the unsatisfactory
explanation of the
explanation of the explanation of the analysis, design, explanation of the
analysis, design,
analysis, design, analysis, design, production and analysis, design,
800 word production and
production and production and evaluation of the production and
Project Report evaluation of the
evaluation of the evaluation of the learning resource evaluation of the
(10 marks) learning resource
learning resource and learning resource and incorporates learning resource
and incorporates
incorporates 8-10 and incorporates only the required and does not
6-8 references
references from the 4-6 references reading references incorporate any
from the module
module readings. from the module from the module references from the
readings.
15 readings. readings. module readings.
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16. Student Involvement in
Assessment Processes
Students need to be aware of the goals of
learning and what constitutes quality
achievement of the goals.
Students should be engaged in activities that
encourage reflection, peer feedback and self-
evaluation.
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17. 1. 2. 3. 4. 5.
Authentic Criteria - Needs Concept Student
Task Rubric Analysis Map Presentation
Feedback
Feedback as feed-
Assessment as feed- forward
AS learning forward
task
Teacher
Teacher
Student feedback feedback - Verbal
feedback -
- Verbal Peer feedback -
Written
Verbal
Needs analysis
Students as 6. Learning Concept map
Digital learning resource
self-evaluators Resource Report
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18. Forward-looking feedback
Students need to receive appropriate feedback
which they can use to ‘feed forward’ into future work.
Feedback should be less final and judgemental
(Boud, 1995)
Feedback should be more interactive and forward-
looking (Carless, 2002)
Feedback should be timely and with a potential to be
acted upon (Gibbs & Simpson, 2004)
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19. Transformational Leadership
through Learning-Oriented
Assessment
Vision Process
Keep a reflective journal; Review
Develop better understanding of LOA
Self in practice
other examples in own
discipline; attend PD
Become independent learners; able to Involved in sustained exposure
Student work collaboratively with peers; and to self-assessment, peer
develop skills for life long learning assessment project based tasks
Subject Audit of the assessments being
Synergy between subjects of
used in pre-requisite subjects
assessment
Degree and those subjects following
University embraces LOA in the Promotion of benefits of LOA as
Wider context of Graduate Attributes. identified through
Graduates are prepared 19 work
for implementation
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20. Assessment 2020
http://www.iml.uts.edu.au/assessment-futures/
Assessment-2020_propositions_final.pdf
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