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Revision as of 20:41, 9 July 2013
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::*Reflect on ways of giving student feedback and identify a new way of giving feedback to your students
::*Reflect on ways of giving student feedback and identify a new way of giving feedback to your students
::*Evaluate your own teaching and then explain and justify ways of 'reducing the assessment burden'}}
::*Evaluate your own teaching and then explain and justify ways of 'reducing the assessment burden'}}
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== Assessing academic evidence ==
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There are two kinds of evidence that one can collect in order to evaluate a student's academic performance (according to [http://assessment.georgetown.edu/courselevel/gather-evidence-of-student-learning/ Georgetown University]):
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::*'''Direct evidence''' - most commonly, students are 'tested' or 'observed' to see whether they have achieved the learning outcomes. An example of direct evidence could be an observation of a student's participation on a group work project.
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::*'''Indirect evidence''' - these methods imply that learning has occurred, e.g. a course evaluation.
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The New Zealand Ministry of Education [http://assessment.tki.org.nz/Using-evidence-for-learning/Gathering-evidence/Topics/Types-of-evidence Te Kete Ipurangi (TKI)] website also reminds us that any evidence of student learning could be:
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::*'''Qualitative''' - e.g. student interviews, self-appraisals.
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::*'''Quantitative''' - e.g. class tests, participation rates.
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In the next unit, you will learn more about '''assessment design''' as a form of collecting direct, quantitative evidence of student learning.
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== Assessing practical evidence ==
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Teaching and learning does not only happen in the traditional classroom. Practical settings include: the laboratory (chemistry, biology, physics), the workshop (engineering, trades), the gym (sports and exercise science), the art studio (painting, sculpture), the computer suite (information technology, graphic design), the kitchen and restaurant (cooking and hospitality), the salon (hairdressing).
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::*''Where do your students engage in practical learning activities?''
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{{Activity|
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Just as you provide your students with learning outcomes, objectives, guidelines, instructions, marking schedule, etc. for theory assessments (such as essays), you should do the same for practical assessments. In particular, ensure that any practical activities and assessments '''align with the learning outcomes''' for your course. By way of illustration, consider the following two learning outcomes:
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::#LO1: Discuss ways of minimising chemical hazards in the science laboratory
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::#LO2: Dispose of chemicals in a safe manner
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::*''Which of these two learning outcomes would require a practical assessment?''
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::*''What evidence would you expect from the student to indicate competence and how would you collect this evidence?''}}
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We use practical learning activities to enable students to:
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::*Reinforce theory and to test theory
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::*Develop practical skills
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::*Expose student to authentic learning environments
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::*Test new ideas
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''Can you think of other reasons why we use practical learning activities?''
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{{Web_resources|Generally, we assess students' practical competence by observation (process) and/or a completed worksheet or written report (product). How do you assess your students' practical competence?
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For some more ideas on how to assess your students' practical competence and abilities, have a quick read through the University of New South Wales resource[http://teaching.unsw.edu.au/printpdf/542 Assessing Laboratory Learning].
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::*''Which of the methods of assessment (outlined in the UNSW resource) are you likely to try in your context?''
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The Times Higher Education (THE) has published a short article entitled [http://www.timeshighereducation.co.uk/401208.article Assessment criteria for practical skills], which includes advice from leading assessment experts in the UK.
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::*''Which two points stand out most for you in the THE article?''}}
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== Assessment of prior learning ==
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Some tertiary institutions have processes in place whereby people with extensive experience in a particular field can apply for '''recognition of prior learning (RPL)''' towards a qualification or part of a qualification. At Otago Polytechnic, all applications for RPL are made to [http://www.capablenz.co.nz/ CapableNZ] who will facilitate the '''assessment of prior learning (APL)''' process. Typically, a person with extensive work experience would express interest in applying for RPL through CaapbleNZ and would then meet with a facilitator who works with the candidate to prepare a portfolio of evidence against the learning outcomes outlined in the graduate profile of a relevant programme. When the candidate is ready, a presentation is made to an assessment panel. Members of the panel consider the candidate's portfolio, presentation and responses to questions during the APL process and immediately after the candidate's presentation would make a decision about what level of credit should be granted .
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== Self-assessment and peer assessment ==
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'''Self-assessment''' is increasingly being used as an assessment tool in tertiary education. This type of assessment enables students to evaluate progress with their learning. If you are to use self-assessment, then it would probably work best if you give students clear objectives (or competencies) together with explicit criteria against which to judge their performance. You may even want to involve students in of these areas (i.e. setting objectives, identifying competencies, developing criteria for judging performance).
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'''Peer assessment''' involves students evaluating the work of their peers, e.g. in a group work situation. As in self-assessment, clear objectives and explicit criteria should be agreed upon beforehand.
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{{Web_resources|
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Weimer describes two simple self-assessment tasks in the article [http://www.facultyfocus.com/articles/teaching-professor-blog/student-self-assessment-a-sample-assignment/ Student Self-Assessment: A Sample Assignment]. Read this short article to get a basic idea of self-assessment.
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In order to help students make judgements about their learning, you could use a '''rubric'''. A well-designed rubric makes self-assessment much simpler for the student. You can view an [https://www.cmu.edu/teaching/assessment/examples/cfa/tools/dramaself-assessmentforms.pdf example of a rubric], used for self-assessment in a Design and Production programme in the Drama School at Carnegie Mellon University. such a rubric can easily be modified for use in your own context.
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For more information about advantages and disadvantages of self-assessment and peer assessment, read the University of Sydney document [http://sydney.edu.au/education_social_work/groupwork/docs/SelfPeerAssessment.pdf Self and peer assessment – advantages and disadvantages].
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For a more detailed resource, see the University of Waikato's booklet [http://www.waikato.ac.nz/tdu/pdf/booklets/9_SelfPeerAssessment.pdf Assessment Matters: Self-assessment and Peer Assessment].}}
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{{Activity|Choose a course that you currently teach and describe how you could use both ''self-assessment'' and ''peer assessment'' in your course.}}
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== Ways of providing meaningful feedback to students ==
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Since 2005, higher education students in the UK have been participating annually in the [http://www.thestudentsurvey.com/ National Student Survey (NSS)] of student satisfaction. This survey asks students to respond to 23 statements, of which 5 are related to assessment and feedback. Consistently students’ experience of assessment and feedback has been the ''least satisfactory'' of all the areas of experience surveyed.
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The five statements related to assessment and feedback were:
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::*The criteria used in marking have been clear in advance
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::*Assessment arrangements and marking have been fair
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::*Feedback on my work has been prompt
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::*I have received detailed comments on my work
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::*Feedback on my work has helped me clarify things I did not understand
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''How would your students respond to these five statements?''
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The [http://www.acer.edu.au/ausse/ Australasian Survey of Student Engagement (AUSSE)] measures student satisfaction and engagement at New Zealand and Australian tertiary institutions. (Otago Polytechnic staff enrolled in this course can access the 2012 AUSSE report for the polytechnic on their staff intranet.). The AUSSE survey includes only one statement related to feedback:
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::*Received prompt written or oral feedback from teachers/tutors on your academic performance
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In 2012, less than 60% of students in Australian and New Zealand responded "often" or "very often" to the above statement! Clearly, then, there is a problem with providing feedback on assessments and performance. Using the survey statements as a basis, it is obvious that the problem will be addressed if we '''provide meaningful and timely feedback that enhances student learning and performance'''. But, exactly how do we do this?
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{{Activity|How do you provide feedback to students? Phil Race's document, [http://phil-race.co.uk/wp-content/uploads/Using_feedback.pdf Using feedback to help students to learn], outlines many possibilities for providing meaningful feedback to your students, including ways of giving feedback in writing or print, face-to-face feedback and electronic feedback.
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After reading through [http://phil-race.co.uk/wp-content/uploads/Using_feedback.pdf Using feedback to help students to learn], identify one method of providing students with feedback on their assessments that you have never tried before, and then commit to using it. Don't be afraid to ask your students what they think of your new method of providing feedback.}}
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{{Extension_exercise|David Boud is an assessment guru who, together with a number of colleagues, has written a great (forward-looking) resource [http://www.iml.uts.edu.au/assessment-futures/ Assessment 2020: Seven propositions for assessment reform in higher education]. The main point that he makes about feedback is that it should be used to '''actively improve student learning'''.
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::*Read through Boud's document and then reflect on how his thoughts on feedback can help you to enhance your students' learning.}}
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== e-Activity ==
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{{Assessment|'''e-Activity 7.3'''
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Read the following extract from a book by Phil Race (2010) and then explain and justify how you could "reduce the burden of assessment" in the light of Race's statements (100 words maximum).
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::''"... we need a richer mix of high-quality assessment formats, and we also need to reduce the overall burden of assessment for ourselves and for our students. We need to measure less, but measure better. we need to measure a wider spectrum of students' evidence of achievement, with a broader more versatile set of tools. presently, we spend far too much of our (and students') time on things they write, at the expense of other ways they can show they have achieved the learning outcomes. But to repeat myself, we still need to reduce the burden of assessment: more assessments, but much shorter ones."''
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A short video clip in which Phil Race talks about [http://www.youtube.com/watch?v{{=}}Qqms6gG0vQU Assessment] will provide you with a few ideas for this assessment.
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For those students enrolled in the Foundation Skills course through Otago Polytechnic, please post your contribution in the appropriate [http://moodle.op.ac.nz/course/view.php?id{{=}}2585 Moodle forum]. In addition, please '''reply to at least one other participant's posting'''.}}
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== Summary ==
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{{Summary|At the end of this topic you should have achieved the following outcomes You will have:
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::*Distinguished between different types of evidence of student learning.
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::*Expanded your array of assessment methods used in a practical learning environment.
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::*Developed an understanding of ''assessment of prior learning''.
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::*Understood the difference between self-assessment and peer assessment.
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::*Analysed own teaching/learning context and identified how self-assessment and peer assessment can be applied.
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::*Reflected on ways of giving student feedback and identify a new way of giving feedback to your students.
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::*Evaluated your own teaching and then will have explained and justified ways of 'reducing the assessment burden'.
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For those participants enrolled in the Foundation Skills course through Otago Polytechnic, evidence of the last outcome would have been submitted using an appropriate ''Moodle'' discussion forum.
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This has been quite an intense topic, but assessment is a really critical aspect of your job as a lecturer! Pat yourself on the back for getting this far!}}
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== References ==
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Race, P. (2010). ''Making learning happen: A guide to post-compulsory education.'' (2nd ed.). London: Sage Publications.