Professor David Carless from the University of Hong Kong gave a presentation on learning-oriented assessment in higher education. He discussed competing priorities in assessment, introduced a learning-oriented assessment framework, and provided an example of how assessment was redesigned in a tort law course. The tort law assessment incorporated a reflective media diary, integration of exam questions with real-world examples, and same-day exam feedback. Carless emphasized the importance of developing student self-evaluation skills and engagement with feedback through assessment designs that provide opportunities for students to respond to and act on feedback. He concluded with implications for effective assessment design, developing student self-evaluation, and involving students in feedback processes.

1. Learning-oriented assessment
in higher education
Professor David Carless,
@CarlessDavid
University of Hong Kong,
7th
EdukCircle Convention,
Quezon City,
February 23, 2019
The University of Hong Kong

2. The University of Hong KongThe University of Hong Kong

3. Overview
1. Learning-oriented assessment
2. Good assessment designs
3. Self-evaluation & feedback
4. Conclusions & implications
The University of Hong Kong

4. What comes to mind when you
think of “assessment”?
The University of Hong Kong

5. Competing priorities
Testing, grades, fairness, workload etc
The University of Hong Kong

6. Competing assessment functions
The University of Hong Kong

7. Learning-oriented assessment
Effective student learning as a key aim of
all assessment
The University of Hong Kong

8. LOAF
Learning-Oriented Assessment Framework
The best thing since
sliced bread
The University of Hong Kong

9. The University of Hong Kong
Productive assessment
task design
Development of student
self-evaluative capacities
Student engagement
with feedback
Learning-oriented assessment framework
(Carless, 2015)

11. The University of Hong Kong
Learning-oriented
assessment design: Law
Example

12. Tort Law
• Core 1st
year course: 200+ students
The University of Hong Kong

13. Tort Law Assessment
Reflective Media Diary (30%)
+ Tests / Exams
The University of Hong Kong

14. “Exams alone are insufficient to
enable students to achieve diverse
learning outcomes.”
(Professor Rick Glofcheski, HKU)
The University of Hong Kong

15. REFLECTIVE MEDIA DIARY
The University of Hong Kong

16. Reflective Media Diary (RMD)
• Identify relevant legal cases; track
developments; provide analysis;
• Portfolio-style: collecting, selecting &
editing material over time.
The University of Hong Kong

17. RMD features
Steady student engagement
Promotes reading habits
The University of Hong Kong

18. RMD features
Incomplete, authentic
problems
Workload friendly for
teachers
The University of Hong Kong

19. Use of exemplars
Sharing of samples to illustrate expectations
The University of Hong Kong

20. Student response
“It relates Law to real-life events”
“I like the fact that it
cannot be copied”
“It enables you to see your
progress over time”
The University of Hong Kong

21. BREATHING LIFE INTO EXAMS
The University of Hong Kong

22. Integration & coherence
Exam questions also based on authentic
sources from news media
The University of Hong Kong

23. Same-day exam feedback
Discussion immediately after exam
The University of Hong Kong

24. Exam debriefing
Supplemented by online discussion
Novel angles added to marking scheme
The University of Hong Kong

25. Two-stage exams
Carl Wieman:
Nobel prize-winning
physicist
1. Individual exam (80-90%)
2. Small group (10%-20%)
The University of Hong Kong

26. Two-stage exam processes
Groups complete part of exam; negotiating
answers; submitting 1 script per team
Peer feedback
Timely
The University of Hong Kong

27. STUDENT SELF-EVALUATION &
ENGAGEMENT WITH FEEDBACK
The University of Hong Kong

28. The University of Hong Kong
Meta-cognitive processes deployed when
working on a task
Internal Feedback

29. Is this the best you can do?
The University of Hong Kong

30. Feedback as telling is overrated
“Learners do not always
learn much purely from
being told, even when
they are told repeatedly in
the kindest possible way”
(Sadler, 2015, p. 16)
The University of Hong Kong

31. Avoid learned helplessness
Resist giving feedback that makes the
learner more dependent on the teacher
The University of Hong Kong

32. https://www.dylanwiliamcenter.com/feedback-for
The University of Hong Kong
“Feedback should
be more work for
the recipient than
the donor”

33. The University of Hong Kong
Follow-up
Plan learning activities so that students can
respond to and act on feedback

34. Student feedback literacy
The University of Hong Kong
Making
Judgments
Appreciating
Feedback
Managing
Affect
Taking Action
(Carless & Boud, 2018)

35. Feedback designs
• Task 1  feedback  interlinked task 2
• Position students as active feedback
seekers & users
The University of Hong Kong

36. The University of Hong Kong

37. Implications
The University of Hong Kong

38. Communication about assessment
Rationales
The University of Hong Kong
Potential student
benefits
Tackling challenges

39. Teacher X factor
Teacher determination to overcome barriers
& strive for learning-oriented assessment
The University of Hong Kong

40. Key implications for practice
1. Develop effective assessment &
feedback designs
2. Provide opportunities and practice for
student self-evaluation
3. Involve students in generating, seeking
and using feedback
The University of Hong Kong

41. References
Carless, D. (2015). Exploring learning-oriented assessment processes.
Higher Education, 69(6), 963-976.
Carless, D. (2015). Excellence in University Assessment: Learning
from award-winning practice. London: Routledge.
Carless, D. & Boud, D. (2018). The development of student feedback
literacy: Enabling uptake of feedback. Assessment & Evaluation in
Higher Education, doi:10.1080/02602938.2018.1463354
Sadler, D.R. (2015). Backwards assessment explanations: Implications
for teaching and assessment practice. In D. Lebler et al. (Eds.),
Assessment in music education: From policy to practice (pp.9-19).
Cham: Springer.
Winstone, N. & Carless, D. (2019, in press). Designing effective
feedback processes in higher education: A learning-focused
approach. London: Routledge.
The University of Hong Kong

42. THANK YOU
The University of Hong Kong