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Assessment (Assessment design (Brown & Race 2012 (What am I assessing?…
Assessment
Assessment design
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students know early on how they are doing; for example, through the use of weekly CAA tests
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authentic teaching and learning activities (TLAs) should feature ‘constructive alignment,’ whereby grading is made in accordance to the complexity of verbs seen in the student’s work. Biggs 1999
Biggs affirms criterion-referenced assessment as the best for use in tertiary-level summative assessment. Biggs 1999
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Function
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OF = Summative Earl 2003
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methods historically designed for assessing class ranking, not competency Earl 2003
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“…there would be tests [requiring] identification of a few individuals or… when a summative description is important… as a milestone or rite of passage. In the real world, these incidents are far fewer than the experience of schools would lead us to believe” (p. 28). Earl 2003
Earl (2003) states that while weighting between these forms has historically been misplaced, a healthy balance emphasising ‘of’ and ‘as’ is best for learning.
Validity
degree to which evidence and theory support the interpretations of assessment scores Pellegrino 2001
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Quality depends on how student approaches assessment (e.g. rote-memorising Higher-order MCQs Ashwin 2015
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Authenticity
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Students are more likely to take assessment seriously if they think staff are playing fair (Sambell et al. 1997)
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than cherrypicking elements to assess, which carries high risk for students who try to guess
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easy to test, rather than the heart of what has been learned. Effective assignments test students’
capabilities in ways that are relevant to their own contexts, and which have a level of intrinsic
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Where students study professional or vocational programs, it is important to ensure that
tasks use or simulate real-life practices, and that students are evaluated by demonstrating their
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(2007, p. 193) argue: ‘Being able to reproduce knowledge in a decontextualised examination
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Orders of thinking
Meta-cognitive dispositions, not an individual's character Biggs 1999
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Superficial and rote so readily accepted and valued by teachers, as if they don't think better methods exist Black & Wiliams 1998
“Good teaching is getting most students to use the higher cognitive level processes that the more academic students use spontaneously. Good teaching narrows the gap” (pg. 58). Biggs 1999
Biggs, J.B. & Collis, K. (1982). Evaluating the quality of learning: the SOLO Taxonomy. New York: Academic Press.
Policy
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Hayward 2015 Scotland Large-scale evaluation of 'Ass is for Learning' program. Found "Assessment is learning" formative approach to eval @ national Lvl has benefits for all
TIMSS video study: "A focus on standards and accountability that ignores the processes of teaching and learning in classrooms will not provide the direction that teachers need in their quest to improve." Black & Wiliams 2005
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Reliability
consistency of an assessment’s results when the assessment procedure is repeated on different individuals/groups Pellegrino 2001
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Orrell, 2008 Assessment beyond belief: The cognitive process of grading