E:\T&La Special Projects\Computer Engineering & Applied Science\Graded Assessment – Myth Or Fact Ppt Jan 2k10
1. Graded Assessment – myth or fact? A presentation by Keith Harrison. Teaching & Learning Adviser, Chisholm L&DG [email_address]
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7. Foyster (1990) argues that assessment in competency-based programs must be criterion-referenced with the criterion being the competencies upon which the program is based. @ http://www.reproline.jhu.edu/english/6read/6training/cbt/cbt.htm#Evaluation (accessed 26.01.10)
11. Constructive alignment Biggs, J. & Tang, C. (2007). Teaching for quality learning at university (3rd ed.). Maidenhead, UK: Open University Press/McGraw-Hill Learning outcomes Teaching and learning activities Assessment Learning outcomes state what you want students to be able to do Teaching and learning activities actively engage students in learning how to do these things Assessment tasks validly measure whether students’ can do these things [ measures of learning or for learning? ]
15. None of this matters unless we can engage students with written descriptions
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19. Feedback that focuses on how students can go about improving their skills is more usable and valued by students … Walker, M. (2009). An investigation into written comments on assignments: Do students find them usable? Assessment & Evaluation in Higher Education , 34 (1), 67-78.