2.5 Programmatic assessment

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Presentation at Solent Learning and Teaching Community Conference

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  • What is it?
    Why do it?
    How have we done it?
  • Research done by Bradford……
    Encourages deeper, slower learning.
  • Example of how programme level learning outcome can translate into module level learning outcome.
    But across 6 modules, we’re getting them to prove they’ve met this programme level assessment 6 times… An efficient way of studying/assessing? Leads to potential over assessment of students.
  • Our programme used to look like…
  • Wouldn’t this be more efficient? Replace some module assessment with a programme level assessment – no syllabus for the exam, draws on knowledge and skills acquired in other modules. Avoids requiring students to show that they’ve met one learning outcome in several different tests.
  • V. efficient. Also very risky!!! Institution (and students!) needs to have appetite for risk before accepting this model.
  • Two justifications for programme focussed assessment…
  • Deeper learning, critical thinking, avoids over-assessment. Silo approach to learning ends.
  • Drawing key information from a case study, encourages students to look at a situation from a more rounded viewpoint.
  • No classes – resource requirement. Fewer assessments to mark.
  • How many assessments before this?
  • Almost one per week… Every one = an opportunity to fail, leading to resit and lost exemption.
  • Externally imposed – PSRB (why it was a good idea for us to pilot!)
    Institutional – we can work round with a supportive institution
  • We went from…
  • …to
  • Practicalities of the assessment
  • Just expected to read, not conduct loads of additional research (learning diffs, EFL)
  • Marked by competence rather than making a “correct” point.
    Does contain high level skills (i.e. above level 4), but included for feed-forward reasons. Not given enough marks that it will sink them.
  • Factor allows us to take account of differences in difficulty of different assessments.
  • 2.5 Programmatic assessment

    1. 1. Education is not the learning of facts, but the training of the mind to think. - Albert Einstein
    2. 2. PROGRAMME BASED ASSESSMENT PAUL JENNINGS JULIA OSGERBY ALISON TINSLEY
    3. 3. WHAT IS PROGRAMME BASED ASSESSMENT? Assessment of student learning specifically designed to address key programme learning outcomes Integrative in nature: assessing the knowledge, understanding and skills that represent key programme aims
    4. 4. Demonstrate the ability to extract and/or analyse data from multiple sources Calculate from financial and other data the amounts to be included in an entity’s financial statements according to IFRS
    5. 5. educational operational
    6. 6. educational operational
    7. 7. educational operational pedagogy efficiency gains
    8. 8. educational operational pedagogy graduate skills efficiency gains
    9. 9. educational operational pedagogy graduate skills efficiency gains
    10. 10. 61
    11. 11. PROBLEM MEET SOLUTION
    12. 12. educational operational pedagogy graduate skills efficiency gains
    13. 13. CONSTRAINTS
    14. 14. HARD externally imposed conditions INTERNAL institutional policies and practices SOFT environmental preferences and habits CONSTRAINTS
    15. 15. 3 HOUR EXAM 20 CREDITS
    16. 16. INFORMATION 5 – 10 PAGES OF INFORMATION AVAILABLE 24 HOURS BEFORE THE EXAM
    17. 17. REQUIREMENTS 6 STRUCTURED REQUIREMENTS SPEND ABOUT 30 MINUTES ON EACH
    18. 18. TECHNICAL KNOWLEDGE AND PROFESSIONAL UNDERSTANDING (50%) TECHNICAL ACCOUNTING KNOWLEDGE (30%) BUSINESS UNDER- STANDING (10%) ETHICAL AWARENESS (10%) TRANSFERABLE SKILLS (50%) USE OF KNOWLEDGE AND DATA (20%) ANALYSIS (20%) EVALUATION (10%)
    19. 19. HOW ARE ANSWERS MARKED? Each answer is marked based on the AOC which are relevant to that answer. The marks awarded in each AOC are weighted to calculate a total mark. A factor is applied to convert the total mark to the final mark.
    20. 20. HOW ARE ANSWERS MARKED? Example marking scheme Use of knowledge and data Under- standing and analysis Evaluation Technical knowledge: Area 1 Technical knowledge: Area 2 Technical knowledge Area 3 Business under- standing Ethical awareness Requirement 1 4 4 Requirement 2 4 4 4 Requirement 3 4 4 4 4 4 Requirement 4 4 4 Requirement 5 4 4 Requirement 6 4 4 Total 12 8 8 12 8 4 8 4 Weight 1.67 2.50 1.25 0.83 1.25 2.50 1.25 2.50 Component Mark 20 20 10 10 10 10 10 10 Total Mark 100 Factor 1.00 Final Mark 100
    21. 21. Make it worthwhile Keep it easy

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