1. Congruent Assessment
in learning and teaching organisational
change
LSBU Organisational Change CoP
4 June 2009
Colston Sanger
BCIM Faculty L&T Fellow
sangerc@lsbu.ac.uk

2. Structure of this talk

Clearing the ground on assessment

My thoughts on assessment in learning and teaching
organisational change

Discussion

What next?

3. 
Clearing the ground on assessment

4. Clearing the ground
Price, M (2009), ‘Shaping Assessment for the Future’ , ASKe Centre of Excellence, http://www.brookes.ac.uk/aske

5. Assessment for what?

Formative assessment – learning for improvement

Summative assessment – for certification or professional
accreditation

Assessment as an opportunity for learning

Developing students’ capabilities as lifelong learners



Boud and Falchikov (2006)
Raine and Rubienska (2008)
Learning as the new work

6. It’s not working
‘The types of assessment we
currently use do not promote
conceptual understanding
and do not encourage a
deep approach to learning’
(Newstead, 2002)
‘The quest for reliability
tends to skew assessment
towards … simple and
unambiguous achievements,
and … away from
judgements of complex
learning’
(Knight, 2002)
‘An educational
measurement that has
negative consequences for
learning can hardly be
considered educational…’
(Boud and Falchikov, 2005)

7. 
My thoughts on assessment in learning and teaching
organisational change

8. Intended learning outcomes
Knowledge and
understanding


Describe …
Identify similarities,
differences, connections …
Intellectual skills



Evaluate…
Analyse …
Exercise appropriate
judgement …
Practical. subject-specific
skills


Develop …
Demonstrate …
Transferable skills




Manage own learning …
Communicate effectively …
Work with others …
Recognise and support
followership, and be
proactive in leadership

9. Exercise appropriate
judgement ...?
‘[In] the learning that
professionals do outside the
academy, learning outcomes
are rarely specified in explicit
terms. What is required of the
learner is embedded in a
professional practice…
Before learning can even
commence there is a need
for learners to identify for
themselves what they need
to learn, taking into account
a range of contextual factors,
and to judge what counts
as good work.’
(Bound and Falchikov, 2006)
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10. Demonstrate …
experientially ?

11. Work with others …?

12. Manage own learning …?

13. Questions, discussion

What do you do?

What else could you
do?

14. References
Boud, D and Falchikov, N (2005), ‘ Redesigning assessment for learning beyond higher
education’, HERDSA conference 2005. Available at http://conference.herdsa.org.au/2005/
(Accessed 14 May 2009)
Boud, D and Falchikov, N (2006), ‘Aligning assessment with long-term learning’,
Assessment & Evaluation in Higher Education, 31 (4), 399-413
Knight, P (2002), ‘The Achilles’ heel of quality: the assessment of student learning’,
Quality in Higher Education, 8 (1), 107-115. Quoted in Price (2009)
Newstead, S (2002), ‘Examining the examiners: why are we so bad at assessing
students?’, Psychology Learning and Teaching, 2 (2). Quoted in Price, M (2009)
Price, M (2009) ‘Shaping Assessment for the Future’. Portsmouth: ExPERT Centre,
University of Portsmouth
Raine, JW and Rubienska, A (2008), ‘The art and dilemmas of assessment’, International
Journal of Public Sector Management, 21 (4), 417-437