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Students' responses to learning oriented assessment

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Assessment in Higher Education: Birmingham conference: 24-25 June

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Students' responses to learning oriented assessment

  1. 1. David Carless, AHE, Birmingham June 25, 2015 The University of Hong Kong Students’ responses to learning-oriented assessment
  2. 2. OVERVIEW 1. Learning-oriented assessment 2. Research base 3. Students’ perceptions 4. Ongoing research agenda The University of Hong Kong
  3. 3. LEARNING-ORIENTED ASSESSMENT  To tackle competing priorities The University of Hong Kong  circumnavigate formative/summative divides and
  4. 4. A FOCUS ON STUDENT LEARNING  By prioritizing student learning as a key aim of all assessment The University of Hong Kong
  5. 5. The University of Hong Kong Learning-oriented assessment framework Productive assessment task design Student engagement with feedback Understanding quality in the discipline
  6. 6. RESEARCH BASE  90 individual interviews with 54 students in various disciplines  Architecture, Business, Geology, History, Law The University of Hong Kong
  7. 7. ASSESSMENT TASK FEATURES The University of Hong Kong
  8. 8. FLEXIBILITY & CHOICE  Flexibility, choice and personal investment so that students develop ownership The University of Hong Kong
  9. 9. MIRRORING REAL-LIFE  Tasks which mirror real-life uses of the discipline The University of Hong Kong  Museum visit in History  Designing a village house in Architecture
  10. 10. MODES OF ASSESSMENT The University of Hong Kong
  11. 11. EXAMINATIONS  A fair test but a modest learning experience The University of Hong Kong
  12. 12. GROUP PROJECTS  Process versus product The University of Hong Kong  Influence of ‘intensity of grade-related desire’ (Carless, 2015)
  13. 13. OTHER TASK-RELATED ISSUES  Variety in assessment  One big task or several smaller tasks The University of Hong Kong
  14. 14. UNDERSTANDING THE NATURE OF QUALITY The University of Hong Kong
  15. 15. CRITERIA & RUBRICS  “Lists of criteria are all the same”  “Vague … hard to understand” The University of Hong Kong
  16. 16. EXEMPLARS  Exemplars are more concrete The University of Hong Kong  More teachers should share exemplars
  17. 17. ENGAGEMENT WITH FEEDBACK The University of Hong Kong
  18. 18. FEEDBACK ISSUES  Timeliness & potential to be acted upon  Not easy to transfer to other modules The University of Hong Kong
  19. 19. UNUSUAL COMMENT ON FEEDBACK “My first semester grade is available but I have decided not to look at it. The process is the most important feedback, a grade is less helpful … I am looking for what I believe is right” (Architecture student) The University of Hong Kong
  20. 20. CONCLUSION The University of Hong Kong
  21. 21. SUMMARY POINT  Student response to:  TASKS; CRITERIA; FEEDBACK  central to implementing learning-oriented assessment The University of Hong Kong
  22. 22. ONGOING RESEARCH AGENDA 1. Dialogic use of exemplars 2. Longitudinal study of how students process & use feedback 3. Assessment & feedback literacy for teachers and students The University of Hong Kong
  23. 23. The University of Hong Kong

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