Creative Assessment for Deeper Learning

1
Creative Assessment for Deeper Learning

• Eva Wong Kevin Downing
• City University of Hong Kong

2
Intended Learning Outcomes

• By the end of this session you will be able to
• Analyse the diverse goals of assessment in Higher
  Education
• Generate ideas for assessment tasks which meet
  these goals within the OBTL framework at City
  University
• Reflect on the advantages and disadvantages of at
  least four assessment methods
• Identify one electronic method of grading student
  performance against CILOs

3
What is Assessment?

• Pairs/small groups to consider what assessment
  is-a definition?
• What does it involve for the student?
• What does it involve for the assessor?
• Why do we assess?

4
What is assessment?

• Generally, assessment is the systematic basis for
  making inferences about the learning and
  development of students.
• More specifically, assessment is the process of
  defining, selecting, designing, collecting,
  analyzing, interpreting, and using information to
  increase students' learning and development"

5
Three important goals for assessment

• What do we want our students to achieve?
• How do we help our students achieve them?
• How do we know our students have achieved them?

6
Achieving the goals within an OBTL framework

• What do we want our students to achieve
  (aims/goals outcomes)?
• How do we help our students achieve them
  (learning teaching processes)?
• How do we know our students have achieved them
  (assessment)?

7
Constructive Alignment

• Aligning learning outcomes, learning and
  teaching activities and the assessment. Adapted
  from Biggs(1999) p 27

8
Why do we Assess?

• To provide objective evidence of student
  attainment
• To maintain institutional/national/international
  standards
• To demonstrate professional competence for
  accreditation
• To provide benchmarks of educational level

9
How Do We Add Value To Assessment?

• Thinking and cognition
• Metacognition Thinking about thinking
• Imagination and creativity Student and teacher!
• What is a fair test?

10
Some Basic Terminology

• Formative Assessment Pre-tests and Diagnostic
  tests.
• Summative Assessment Testing that follows
  instruction/learning and assesses achievement.

11
Traditional Assessment

• Traditional Assesment
• Objective Testing
• Advantages and disadvantages?
• Essay Testing
• Advantages and disadvantages?

12
Advantages and Disadvantages of Different
Traditional Test Items
13
Alternatives to Traditional Assessment

• Alternatives to Traditional Assessments
• Authentic Classroom Assessment
• Portfolios and Exhibitions
• Posters, Presentations and Performances
• Informal Assessments

14
Formative and Summative Assessment
15
Criterion vs. Norm Referenced Grading
16
Timing Assessment

• Avoiding the Assessment Balloon!
• Frequent Assessment
• Timely Assessment
• Cumulative Assessment

17
Examples of Assessment for Deeper Learning

• Use a real-life case
• Set-up scenes
• Set up appearance in classroom court
• Follow the real-life processes
• Decide on what outcomes you are assessing and
  prepare a rubric

18
Conclusions

• Be aware of and respond to student differences.
• Specify clear learning outcomes.
• Use formative assessment to monitor progress.
• Ensure students are aware of criteria for success
  on summative assessment.
• Provide varied forms of assessment.

19
Assessment of Students Achievement of CILOs

• Narsi Bolloju
• Department of Information Systems

20
A Missing Link
Design Syllabus TLAs
Select ATs Map to CILOs
Define CILOs
Grade Student Perf. wrt ATs
21
Suppose we get to know
CILOs
Individual student performance
Class average
22
Grading Support Tool

• Built using the macros facility of MS-Excel 2003
• Currently being used in 4 courses in IS dept
• Developed as part of a project funded by the
  office of VP-UE

23
Key features

• Supports entry of grades for assessment task
  components using letter grades (A, A, A-, ) or
  numeric marks out of a set max (8, 9.5, 13, )
• Computes grades for assessment tasks for the
  course taking component weights into
  consideration
• Computes student performance wrt to CILOs using
  the CILO-AT mapping data
• Generates a grade report with CILO attainment for
  the class

24
Student Performance wrt Assessment Tasks
25
Student Performance wrt CILOs
26
Detailed Mapping between CILOs and ATs
27
Using this tool

• Enter student list (Copy and paste from iCMS
  spreadsheet)
• Specify course information including CILOs, ATs,
  and CILO-AT mapping
• Initialize all to generate grading sheet
• enter grades for ATs
• Generate final report

28
Step 1 Enter student list
29
Step 2 Specify course info
30
Step 2 Specify course info
31
Step 2 Specify course info
32
Step 3 Click Initialize all
33
Result of Step 3
34
Step 4 enter grades
35
Step 5 Click Generate Report
36
Result of Step 5
37
Thank Youltinstructions for downloadinggt