Congruent Assessment in Learning and Teaching Organisational Change, LSBU, 4 June2009
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Congruent Assessment in Learning and Teaching Organisational Change, LSBU, 4 June2009
- 1. Congruent Assessment in learning and teaching organisational change LSBU Organisational Change CoP 4 June 2009 Colston Sanger BCIM Faculty L&T Fellow sangerc@lsbu.ac.uk
- 2. Structure of this talk Clearing the ground on assessment My thoughts on assessment in learning and teaching organisational change Discussion What next?
- 3. Clearing the ground on assessment
- 4. Clearing the ground Price, M (2009), ‘Shaping Assessment for the Future’ , ASKe Centre of Excellence, http://www.brookes.ac.uk/aske
- 5. Assessment for what? Formative assessment – learning for improvement Summative assessment – for certification or professional accreditation Assessment as an opportunity for learning Developing students’ capabilities as lifelong learners Boud and Falchikov (2006) Raine and Rubienska (2008) Learning as the new work
- 6. It’s not working ‘The types of assessment we currently use do not promote conceptual understanding and do not encourage a deep approach to learning’ (Newstead, 2002) ‘The quest for reliability tends to skew assessment towards … simple and unambiguous achievements, and … away from judgements of complex learning’ (Knight, 2002) ‘An educational measurement that has negative consequences for learning can hardly be considered educational…’ (Boud and Falchikov, 2005)
- 7. My thoughts on assessment in learning and teaching organisational change
- 8. Intended learning outcomes Knowledge and understanding Describe … Identify similarities, differences, connections … Intellectual skills Evaluate… Analyse … Exercise appropriate judgement … Practical. subject-specific skills Develop … Demonstrate … Transferable skills Manage own learning … Communicate effectively … Work with others … Recognise and support followership, and be proactive in leadership
- 9. Exercise appropriate judgement ...? ‘[In] the learning that professionals do outside the academy, learning outcomes are rarely specified in explicit terms. What is required of the learner is embedded in a professional practice… Before learning can even commence there is a need for learners to identify for themselves what they need to learn, taking into account a range of contextual factors, and to judge what counts as good work.’ (Bound and Falchikov, 2006) XXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXX XX
- 11. Work with others …?
- 12. Manage own learning …?
- 13. Questions, discussion What do you do? What else could you do?
- 14. References Boud, D and Falchikov, N (2005), ‘ Redesigning assessment for learning beyond higher education’, HERDSA conference 2005. Available at http://conference.herdsa.org.au/2005/ (Accessed 14 May 2009) Boud, D and Falchikov, N (2006), ‘Aligning assessment with long-term learning’, Assessment & Evaluation in Higher Education, 31 (4), 399-413 Knight, P (2002), ‘The Achilles’ heel of quality: the assessment of student learning’, Quality in Higher Education, 8 (1), 107-115. Quoted in Price (2009) Newstead, S (2002), ‘Examining the examiners: why are we so bad at assessing students?’, Psychology Learning and Teaching, 2 (2). Quoted in Price, M (2009) Price, M (2009) ‘Shaping Assessment for the Future’. Portsmouth: ExPERT Centre, University of Portsmouth Raine, JW and Rubienska, A (2008), ‘The art and dilemmas of assessment’, International Journal of Public Sector Management, 21 (4), 417-437