Assessment for Learning in Practice case studies from Northumbria's by gjy28315

VIEWS: 9 PAGES: 16

									Assessment for Learning in Practice:
case studies from Northumbria's CETL
          Gill Davison, Kerry Harman, Jessie
                 Hou and Jenna Tudor,
                 CETL research centre



        CENTRE FOR EXCELLENCE IN T LEARNING
   CENTRE FOR EXCELLENCE IN TEACHING & EACHING & LEARNING
                    ASSESSMENT FOR
             ASSESSMENT FOR LEARNING LEARNING
     The                            Develops
                                                    Emphasises
Assessment                          students’
                                   abilities to
                                  evaluate own
                                                    authentic &
                                                      complex
                                                    assessment
                                progress, direct
for Learning                      own learning
                                                       tasks


                        Is rich in                                   Offers
    (AfL)                formal
                      feedback (e.g.
                                                                  extensive ‘low
                                                               stakes’ confidence
                     tutor comment,                                  building
 Conditions            self-review
                          logs)
                                                                opportunities and
                                                                    practice
                                                      Is rich in
                                    Uses high         informal
                                      stakes        feedback (eg
                                    summative      peer review of
                                   assessment      draft writing,
                                  rigorously but    collaborative
                                     sparingly     project work)




         “How might I use these in my own teaching?”
         CENTRE FOR EXCELLENCE IN TEACHING & LEARNING
                   ASSESSMENT FOR LEARNING
How AfL Practices Facilitate Chinese Students’ Transition to the Higher
                          Education in the UK
• Participants: 2+2 undergraduate Chinese engineering students
• Module: Electronic Product Development
• Teaching Strategy:
  Supporting lectures + weekly workshop + group work + project work
• Learning Strategy:
  Directed learning + independent learning
• Assessment Strategy:
  3 reports + 1 presentation
• AfL Practices:
  Formative feedback + ‘Low stakes’ + Peer support + Self-directed learning


                   CENTRE FOR EXCELLENCE IN TEACHING & LEARNING
                             ASSESSMENT FOR LEARNING
CENTRE FOR EXCELLENCE IN TEACHING & LEARNING
          ASSESSMENT FOR LEARNING
    Using AfL to assist students in their
       individual final year projects
Group sessions for final year Mechanical Engineering
undergraduates in their ‘Investigative Project’ module.

•   Encourage peer feedback on project ideas
•   Allow students to share skills and best practice
•   Help maintain motivation throughout year-long project
•   Prepare students for viva examination
•   Encourage students to reflect on own progress
              CENTRE FOR EXCELLENCE IN TEACHING & LEARNING
                        ASSESSMENT FOR LEARNING
Students said the project mentoring sessions ...
            “proved useful to help keep disciplined in achieving targets
             and goals. It also gives an insight into what other students
             are working on and any tools that can be adopted.”
“have been very useful to me.
If I have a problem I can share it “have been useful to see how other
with 4 or 5 people to get better students have been progressing
advice.”                              with their projects. Provided
                                      motivation throughout project.”

                “The addition of the group sessions
    Staff said: means that supervision time can be
                used properly; focusing on discipline
                    and project specific issues.”
                CENTRE FOR EXCELLENCE IN TEACHING & LEARNING
                          ASSESSMENT FOR LEARNING
      What do we mean by authentic
              assessment?
• Authenticity is a contested subject – dependent on context,
  cultural norms and value. Can be viewed as subjective and a
  relative term (Gulikers, 2006)
• Authenticity became popular in learning theories such as situated
  learning, experimental learning and cognitive apprenticeship
  (Brown, Collins & Duguid, 1989). Focuses on learning in
  meaningful contexts
• Common denominator is learning undertaken to acquire and apply
  knowledge, skills and feelings in an immediate and relevant setting

                CENTRE FOR EXCELLENCE IN TEACHING & LEARNING
                          ASSESSMENT FOR LEARNING
  Geophotography & Authentic Learning
• Module designed to allow students to develop a high
  degree of learner autonomy.
• Assessment tasks included the development of a
  photographical journal based around students lives in
  Newcastle upon Tyne. Tasks meaningful and relevant to
  learners lives.
• Students were required to develop a critical review of
  their learning journey and relate this to relevant
  geographical theory.
              CENTRE FOR EXCELLENCE IN TEACHING & LEARNING
                        ASSESSMENT FOR LEARNING
        AfL in MA Design programme
•   Context – using AfL to enhance essay writing skills
•   Weekly writing that could be recycled in essay
•   Writing posted on blackboard, peer review
•   Weekly discussion groups
•   draft essays, peer assessment
•   formal feedback from lecturer

              CENTRE FOR EXCELLENCE IN TEACHING & LEARNING
                        ASSESSMENT FOR LEARNING
The AfL conditions                       Develops        Emphasises
                                         students’       authentic &
                                        abilities to       complex
                                       evaluate own      assessment

“Working within                          progress,
                                        direct own
                                          learning
                                                            tasks



the spirit of AfL”         Is rich in formal
                                                                      Offers
                                                                  extensive ‘low
                                                                      stakes’
                             feedback (e.g.                         confidence
                            tutor comment,                           building
                           self-review logs)                      opportunities
                                                                   and practice
                                                          Is rich in
                                                          informal
                                   Uses high stakes
                                                        feedback (eg
                                      summative
                                                       peer review of
                                     assessment
                                                       draft writing,
                                    rigorously but
                                                        collaborative
                                       sparingly
                                                       project work)




           CENTRE FOR EXCELLENCE IN TEACHING & LEARNING
                     ASSESSMENT FOR LEARNING
               Develops
               students’
                                Emphasises
                                authentic &
                                  complex
                                                           Introducing
              abilities to
             evaluate own
           progress, direct
                                assessment
                                   tasks                   informal peer
             own learning

                                              Offers
                                          extensive ‘low
                                                           support into
Is rich in formal
                                              stakes’
  feedback (e.g.
 tutor comment,
self-review logs)
                                            confidence
                                             building
                                                           individual
                                          opportunities


                                 Is rich in
                                           and practice
                                                           investigative
         Uses high stakes
            summative
           assessment
                                 informal
                               feedback (eg
                              peer review of
                                                           projects
          rigorously but      draft writing,
             sparingly         collaborative
                              project work)




                    CENTRE FOR EXCELLENCE IN TEACHING & LEARNING
                              ASSESSMENT FOR LEARNING
               Develops
               students’
                                 Emphasises
                                 authentic &
                                   complex
                                                                Introducing
              abilities to
             evaluate own
           progress, direct
                                 assessment
                                    tasks                       international
             own learning

                                                   Offers
                                               extensive ‘low
                                                                students to
Is rich in formal
                                                   stakes’
  feedback (e.g.
 tutor comment,
self-review logs)
                                                 confidence
                                                  building
                                                                AfL
                                               opportunities
                                                and practice

                                  Is rich in
         Uses high stakes         informal
            summative           feedback (eg
           assessment          peer review of
          rigorously but       draft writing,
             sparingly          collaborative
                               project work)




                    CENTRE FOR EXCELLENCE IN TEACHING & LEARNING
                              ASSESSMENT FOR LEARNING
                               Emphasises
                                                              Encouraging
               Develops        authentic &
               students’
              abilities to
                                 complex
                               assessment
                                                              authenticity in
             evaluate own         tasks
           progress, direct
             own learning
                                                              Geophotography
                                                 Offers
Is rich in formal                            extensive ‘low
  feedback (e.g.                                 stakes’
 tutor comment,                                confidence
self-review logs)                               building
                                             opportunities
                                              and practice
                                 Is rich in
         Uses high stakes        informal
            summative          feedback (eg
           assessment         peer review of
          rigorously but      draft writing,
             sparingly         collaborative
                              project work)




                    CENTRE FOR EXCELLENCE IN TEACHING & LEARNING
                              ASSESSMENT FOR LEARNING
               Develops
               students’
                               Emphasises
                               authentic &
                                 complex
                                                              AfL in MA
              abilities to
             evaluate own
           progress, direct
                               assessment
                                  tasks                       Design
             own learning


                                                 Offers
Is rich in formal                            extensive ‘low
  feedback (e.g.                                 stakes’
 tutor comment,                                confidence
self-review logs)                               building
                                             opportunities
                                              and practice
                                 Is rich in
         Uses high stakes        informal
            summative          feedback (eg
           assessment         peer review of
          rigorously but      draft writing,
             sparingly         collaborative
                              project work)




               CENTRE FOR EXCELLENCE IN TEACHING & LEARNING
                         ASSESSMENT FOR LEARNING
Introducing AfL                         Develops        Emphasises

approaches to                           students’
                                       abilities to
                                      evaluate own
                                                        authentic &
                                                          complex
                                                        assessment

support learners.                       progress,
                                       direct own
                                         learning
                                                           tasks


                                                                     Offers
                                                                 extensive ‘low
                          Is rich in formal                          stakes’
                            feedback (e.g.                         confidence
                           tutor comment,                           building
                          self-review logs)                      opportunities
                                                                  and practice
                                                         Is rich in
                                                         informal
                                  Uses high stakes
                                                       feedback (eg
                                     summative
                                                      peer review of
                                    assessment
                                                      draft writing,
                                   rigorously but
                                                       collaborative
                                      sparingly
                                                      project work)




          CENTRE FOR EXCELLENCE IN TEACHING & LEARNING
                    ASSESSMENT FOR LEARNING
           Thank you



  Questions?

CENTRE FOR EXCELLENCE IN TEACHING & LEARNING
          ASSESSMENT FOR LEARNING

								
To top