Disha NEET Physics Guide for classes 11 and 12.pdf
Assessing students and giving feedback in higher education 23082012
1. AssessingStudents and giving
Feedback in HigherEducation
Anu Ylitalo
Pedagogue at Tritonia EduLab
A Lecture and Workshop for the LauguageTeachers of
the Vaasa Consortium of HigherEducation
23.8.2012
2. 1. Assessment in general
2. Assessmentaccording to constructivealignment
3. Differentways of assessment
4. Differentassessmentmethods
5. Tools for assessment
6. Workshop
7. Giving feedback
3. Assessment
A process
• of obtaininginformation to
makeeducationaldecisionsaboutstudent
s
• to give feedback to the
studentabouthis/herprogress, strengths
and weakness(Kellaghan&Greaney, 2001).
Duringorafter the course the
teacherassesseshowwell the
studentshaveachieved the
learningoutcomes set for the
course(Lindblom-Ylänne&Nevgi, 2009).
A waygive a coursegradeaccording to
4. Purposes of assessment 1
The purposes of assessment (e.g.
Trotter, 2006):
1. provideuseful and timely feedback
2. motivate
3. support the learningprocess
(>lead to improvedperformance)
Assessment is
• the mostimportanttool to
supportstudents’ learning
• an essentialqualityassurancemeasure
in universityeducation
5. Räisänen &Frisk (1996):
1. Guiding the learning process
2. Controlling the learning process
3. Choosing what to learn and predicting
4. Motivating the learner
5. Developing the learning process
6. Observing the learning process
6.
7. According to constructively coordinated education the key elements are: The intented
learning outcomes, the educational content, teaching methods and assessment of
learning; all these elements should be aligned to each other
The aim with the constructively coordinated educational model is to offer tools to the
teacher, who by using them can plan the teaching in a way that promotes deep learning
in the students.
8. The assessment methodhas a strongeffect on
how the studentstudies and learns in the course:
• Learningstrategy (surfaceordeeplearning)
• Attending the lectures
• Use of time
Assessmentmethodshouldbealigned with the
learningoutcomes and teachingmethods
If you want to change student learning
>change the methods of assessment
(Remember to informstudents)
9. ConstructiveAlignment in practice
(E.g. Biggs, 2009; Lindblom-Ylänne&Nevgi, 2009)
1. Define the intendedlearningoutcomes
(ILO’s)
2. Select the topics to betaught and studied
3. Choose assessment tasks that address the
outcome and that enable to
judgehowwellstudent’sperformancemeet
the criteria
4. Transforthesejudgements into
summativegrades
5. Choose the teachingmethods.
10.
11. Differentways of assessment
(Alaoutinen& al., 2009; Hyppönen & al., 2009)
Assessment maybebased on
• Assessment made byteacher,
self-assessment, peer-assesment
• Quantitative and
qualitativeassessment
• Finalexamorcontinuousassessment
• Different assessment methods
(traditionalexaminationordifferentvariation
s of it, i.e. learningassignments)
12. Teacherassessing, self-assesment,
peer-assesment (Hyppönen & al., 2009)
1. Teacher assessing
(The teacher is as an expert in his/her field)
2. Self assessment
(An individual student or a student group
assesses its own work or actions)
3. Peer assessment
(Students assess the outputs or actions of
other students)
The success of assessment can be promoted
with assessment instructions given to the
students
13. The place of assessment in teaching
(Alaoutinen& al., 2009; Hyppönen & al., 2009)
1. Diagnostic: The assessment takes place before
studying (i.e. a pretest)
2. Formative: The assessment takes place during
studying (assessment is utilised for learning)
3. Summative: The assessment takes place after
studying(i.e. a final examination)
Diagnostic Formative Summative
14. Quantitative and
qualitativeassessment (Biggs, 2009)
Quantitative assessment meters the amount
of knowledge (i.e. multiple-choice)
• “How many things the student can mention?”
Qualitative assessment involves making
judgments against criteria (rubrics)
• “How well the student has achieved the learning
outcomes?”
15. Continuousassessment
(Hyppönen & al., 2009)
Differentkinds of assignments, testes and
exericesareassessedthroughout the course
• Possibility to obtainmoreinformation of the students’
competencesduring and after the course
Motivatesstudentstakepart in contactteaching and focus on
learningthroughout the course
• The use of peer-assessment!
For example:
Studying
Contact Contact
and minor
teaching / teaching / Final Feedback on
Pretest and major
lecture and lectures and Examination work
learning
feedback feedback
assignments
19. Differenttypes of examinations
(Hyppönen & al., 2009)
• Pretest • Portfolio examination
• Iterativeexamination • Openbookexamination
• Traditionalexamination • Quickreports
• Verbalexamination • Presentationexamination
• Home examination • Dramaexamination
• Internet examination • PBL examination
• Bookdialogueexamination • Multiplechoiceexaminatio
• Lecturedialogueexaminati n
on
20. Essential parts in choosing the
assessment methods
• how it suits the object
• how it supports the aims of
the study period
Reflect on what kind of learning
is being pursued:
“What kind of performance should be
confirmed by assessment?”
21. The alignment between teaching and
assessing is based on the verbs
involved in the objectives of learning:
1. During the study period the
activity should aim at fulfilling
these verbs
2. The students should be able to
complete their assignments, if
they act according to these verbs
22. AssessmentTasks (ATs)
(Biggs, 2009)
• Provide students the
opportunity to
demonstrate how they
have achieved the ILOs
• Provide the evidence
that allows teachers to
make a judgment about
the level of a student’s
performance in relation
to the ILOs and to give a
final grade.
23. Common ILOs and
PossibleAssessmentTasks (Biggs, 2009)
Common ILOs PossibleAssessmentTasks
• Describe • Essayquestion, exam,
oralpresentation(peerassessment)
• Explain • Assignment, essay question exam, oral,
letter-to-a-friend
• Integrate • Project, assignment
• Analyse • Case study, assignment
• Apply • Project, case study, experiment
• Solveproblem • Case study, project, experiment
• Design, Create • Project, experiment
• Reflect • Reflectivediary, portfolio,self-assessment
• Communicate • A range of oral, writing or listening tasks, e.g.
presentation, debate, role play, reporting,
assignment, precis, paraphasing, answering
questions etc.
24. DesigningAssessmentTasks (ATs)
(Biggs, 2009)
Steps:
1. Select a practicable task that
embodies the target ILO verb.
2. Develop grading criteria so that
you can make a judgment on
how the ILO has been met by a
student’s performance
3. Decide how the graded
performances can be combined
to give a final grade.
25.
26. • When planning the assessment it is
good to remember the different criteria
that exist.
• The students should be aware of the
criteria.
• The assessment criteria are connected
to the guiding task that the assessment
stands for, because they enable the
students to channel their studies in the
right direction.
• The challenging task of measuring
learning is good to keep in mind when
planning the assessment.
27. Solo taxonomy as an example of an
assessment criteria framework(Biggs, 2007; 2009)
• Solo taxonomy is a general assessment framework
• The taxonomy can be used to define quality criteria for
learning and to classify answers based on their quality
• In the taxonomy, learning is divided into five levels
• The levels are hierarchical and present the depth of the
achieved learning:
– The first three levels present a surface
approach to learning
– The levels 4–5 present a deep approach
to learning.
28. 1. Pre-structural level: The answerer does not have 5.
Extended
factual information. The answer is incoherent and abstract
does not answer the question. level
2. Unistructural level: The answerer examines the 4. Relational
subject from a single point of view, or can name a level
single relevant fact in his/her answer.
3. Multistructural level: The answerer has produced a 3. Multistructural
list of several unconnected, but relevant facts. level
4. Relational level: The answer is coherent, and has a
clear structure and meaning. The answerer also 2. Unistructural level
connects the facts to one another and makes
generalizations.
5. Extended abstract level: The answer includes 1. Pre-structural level
hypotheses and generalizations and the
application of knowledge.
29. Insufficientlevel Sufficientlevel Goodlevel
General / The work is tooshort Theworkfollows the The workhas a
Doesnotfollow the instructions. logicalorganisation.
Layout instructions on Sectionsincompleteormissing Writing is concise.
formorstructure Work is divided into The workhas a
Manyspellingorgrammatical oneormorepart. Conclusionschapter.
errors. References to figures, tables,
and annexess.
Contents Theworkdoesnotcorrespond Theworkhas a Information is
to the title reasonabledelimitation of combinedfromdifferentsources
Only the coursetextbook is topic. ,onlyshortquotes.
used as referencematerial, Twosuorcesarecombined.
passagescopieddirectly Quotationsare of
(translated) moderatelenght.
Referencesareaccurate.
Sources Nosourceslisted, no Somesources, references Manysourcesarelisted: books
references, plagiarism and articles.
Presenta- Readstraightfrom the paper, Paper is usedonly as support. Wellorganized.
Slidesareconfusing, Slidesarecoherent and Presentation is
tion carelesslyprepared carefullyprepared. logicalwithexamples and visual
Presentation is coherent. aids.
Opponent’s Focuses on punctuation and Prepared in advance. Allareas Developmentproposals and the
othererrors of of opponent’sownpoints of view.
work secondarimportance, vague opponent’sworkarecovered.
30. ASSIGNMENT ASSESSMENT PERCENTAGE OF
THE FINAL GRADE
1. Main assignment Grade 0-5 55%
2. Assignment Grade 0-5 35%
3. Assignment Acc. – Fail. 10%
31. Course total: 81h = 3sp
(contactteaching 20h; individual and groupwork 61h)
Time management Contactteaching Individual / Total
plan groupwork
Assignment 15h 5h 20h
2. Assignment 5h 20h 25h
3. Assignment 36h 36h
Total 20h 61h 81h = 3sp
32. • As a rule, the students exams are assessed
with numbers or with a performance entry
>The students do not know which factors
influenced the given number
• The students should be aware of what is
expected of them to receive a certain
number (e.g. assessment matrix)
33. • A one-way message from
the assessor
• It is possible to distinguish
the strengths and
weaknesses
• It presents things, which
the student should
concentrate on in the
future
34. • Enables a discussion between
the teacher and student
o presenting questions and
justifying the solutions
• Ties up the assessors time
• A verbal assessment is
important though, when it
comes to the students learning
and development
35. Grading ILOs or Assessment Tasks?
(Biggs, 2009)
Normally we grade the task
(assignment etc.) but logically we
should grade the ILO directly
• “How well did the student do in
the ILO (explain …; reflect …;
create …)?”
• not on how well did the student
do in the project, the exam ect.
36. Group discussion (3-5 members i a group):
• What kind of experiences do you have about
assessment in language teaching?
• What kind of assessment practices are experienced
to work?
• What are the things you have been experienced
challenging in assessment?
• Student’s feedback?
• What are the special features in the assessment in
language teaching?
• Other things / issues you would like to discuss in the
group?
37.
38. • Giving feedback means that the teacher, peer-
student or expert gives feedback on students'
work, participation, learning tasks, activities
• The thingsinfluencing the way of giving
feedback:
– The assignment
– The availabletools
– The resources
39. • The feedback in lecturecourse is
oftenonly a finalexamgrade
• The teacher can keep a mid-
course assessment in the course,
either orally or in writing
• The teacher can get information
of how the student to understand
the issues by asking the student a
few questions
40. Good feedback is more than just praise
• Finding nuances, diversified observation and giving
feedback in different ways
Different ways of giving feedback are
1. Simple feedback
2. Specified feedback
3. Unspecific compliments
4. Strengthening the experiences
5. Listening actively
6. Written feedback
41. • Means that you give a short feedback to the student
• Stating confidence or appreciation for something
• E.g. The teacher can encourage the students
”I'm happy that you are well prepared for this
assignment.”
42. • Means that apart from the simple
feedback, the teacher justifies and specifies
why they have this opinion
E.g. of feedback:
"I'm happy that you are well prepared for this
assignment. This means that we can continue
further in processing the subjects at hand.”
43. • Means stating an opinion or giving feedback, where
the recipient’s unique worth is recognised, regardless
of their performance or behaviour
• The teacher can strengthen the group spirit by
saying e.g.:
”I love being your teacher!”
”I’ve missed seeing you at the lectures!”
44. • This is a form of feedback that is
meant to observe experiences and
feelings as well as sharing them and
verbalising them
• The teacher can use this form of
feedback e.g. with new students:
“I understand if you feel nervous in the
beginning. It’s quite normal and I can
remember myself being nervous when
I started studying.”
45. • The aim is to listen to the student
and thus strive to understand
what the student has to say
• Then the teacher repeats in her
own words what she thinks the
student said
• During this form of feedback the
teacher does not assess, express
her own opinions, ask questions or
give advice to the student
46. • Written feedback is perhaps the form of feedback
we first think about, when we hear the word
feedback
• It is good to draw up the feedback with care,
because
– the feedback becomes stronger in written form
– written feedback can be read several times
• When planning the feedback, remember that it
should
– be part of the intented learning outcomes
– support the students thinking
– gives the student the opportunity to improve on
their performance
47. • Giving critique in a constructive way
– The academic tradition has often been to find faults in the work
produced by students, instead of giving positive feedback or
bringing forth the strengths of the work.
– This could be viewed as promoting quality, but it should be done
constructively
– It is important to receive critique; this helps the person evolve
and learn.
– The critique becomes constructive, when the student told the
performance in addition to how to proceed, alternatively,
– The student should be aware of
• what does not work
• why it does not work
• what can be done instead
48. • The critique becomes constructive,
when the student is told how he/she
can alternatively performance
• Constructive critique should be
specified in order to be constructive
and instructive
49. By observing the following things critique can be
made constructive:
• Express your opinion
• Present the critique in the form of a wish
• Be aware of which words you use
• Use the word “I” when communicating
50. 1. Listening is moreimportantthanadviceorratings.
Everyone has their own idea of strengths and
weaknesses. The teacher may ask first what the
student himself thinks of his performance (eg,
self-assessment).
2. Use the Hamburger model: Sayfirst the
positivethingshonestly and realistically. Thensay
the thingswhichneeddevelopmentin a
constructiveway. Finallymake a summary of the
discussion.
3. Feedback should apply to student’s output or
activity, not human personalities
4. The power struggle should be avoided when
giving feedback. Feedback situation should not
end in yes-no debate between the teacher and
the student.
5. Feedback shouldbegivenduring the
learningprocess (the course). That is when the
teachercanguide the student.
51. • Alaoutinen, S. & al. (2009). Lut – Teachers QualityManual. On Internet:
http://www.lut.fi/en/lut/introduction/qualitymanagement/qualitymanual/Documents/
Opettajan_Laatuopas_B5_Eng_www.pdf.
• Biggs, J. (2009). Enhancing learning through constructive alignment. On
Internet:http://www.ouhk.edu.hk/PAU/20th_Anniversary/web/090514_JohnBiggs.pdf
• Biggs, J. (2011). SOLO Taxonomy. On Internet:
http://www.johnbiggs.com.au/solo_graph.html)
• Elmgren, M. & Henriksson, A.-S. (2010). Universitetspedagogik.
• Hyppönen, P. (2009). Handbook for Teachers.
• Kellaghan&Greaney, (2001). Using assessment to improve the quality of education. On
Internet: http://unesdoc.unesco.org/images/0012/001262/126231e.pdf)
• Lindblom-Ylänne, S. &Nevgi, A. (2009). Yliopisto-opettajan käsikirja.
• Ramsden, P. (2003). Learning to teach in HigherEducation. 2th Edition. London:
Routledge.
