This document discusses assessment for learning. It defines different types of assessment such as formative and summative, as well as who can assess such as tutors, peers, and self-assessment. The document also covers when and where assessment takes place, qualities of good assessment, different assessment methods, providing feedback, and examples of developing assessment strategies for different student groups and courses. The goal of assessment discussed is to support learning, give feedback, and motivate students.

1. Marking a mark
Assessment for
learning
LILAC
29th
March 2010
Chris Powis and Jo Webb
Presented by Amanda Poulton

2. What are your experiences of
assessment?

3. What is assessment?
 Summative or Formative
 Norm-referenced or Criterion-referenced
 Authentic
 Integrated
 Convergent (solutions converge on one
answer) or Divergent (no single right answer)

4. Why assess?
 To support learning
 assessment for learning, assessment as learning
 Encourage the development of skills and abilities
 To give feedback
 To give a mark
 Motivational
 Political
 All of above

5. Who assesses?
 Tutor
 Peer
 Self
 Peer or self moderated by tutor

6. When and where does
assessment take place?

7. Qualities of assessment
 Validity – testing achievement of specified
learning outcomes
 Reliability – would different assessors reach
the same decision?
 Efficient – best use of time (learner and
teacher)
 Fair – most learners should pass
 Value –learners take a pride in it.

8. Assessment methods

9. Practical
 Prepare an assessment strategy e.g. for
 For an information literacy module with 1st
year
undergraduates
 With Pharmacy students undertaking a
professional qualification (within an assessed
module)
 In a workshop with Art & Design students
 With taught postgraduates on a research methods
course in the Humanities
 With Year 11 students at school
 A family history course

10. Feedback on assessment
 Publish learning outcomes and assessment
criteria and give feedback in terms of them
 Be specific
 Include ways to improve
 Encourage peer support
 Encourage critical reflection

11. How to provide feedback
 Oral
 Written
 Peer
 Group

12. Contacts
 Chris Powis, Deputy Director (Academic
Services) University of Northampton
chris.powis@northampton.ac.uk
 Jo Webb, Head of Academic Services, De
Montfort University
jwebb@dmu.ac.uk
 Amanda Poulton, Academic Team Manager
(Learning and Skills Development) De Montfort
University
apoulton@dmu.ac.uk