Measures of Dispersion and Variability: Range, QD, AD and SD
Assessment in HE webinar 2
1. Assessment in HE Webinar 2
1. Introduction to
webinar
2. Constructive
alignment
3. Review of discussion
of topic 1
4. Introduction to topic
2
5. Questions
2. Reminder: Format
Six weeks duration
Each week:
• One question
• One task
Discussions are supported by suggested readings –
please share others you know about or find
3. Mode and Method of Assessment2
Methods and Delivery of Teaching
and Learning
3
Aims and
Intended Learning
Outcomes
1
Exam, Essay, Report, Portfolio, Poster,
Reflection, Presentation, MCQs, etc
F2F Online Blended
Underlying Pedagogy
e.g. PBL, Collaborative learning, Reflective
practice, etc
Lecture, Seminar, Practical, Fieldwork, Lab
work
EQAL
Diagnostic Formative Summative
MMU
Assessment
Framework
Blooms
Taxonomy
Assessment Criteria
Marking
Process
Feedback
Strategy
(ECF) MMU
Graduate
Outcomes
Requirements
of Prof Bodies
Employers
requirements
Subject
Benchmarks
Programme
Learning
Outcomes
EQAL
Requirements
MMU
Threshold
Standards
Constructive Alignment
at MMU
MMU Standard
Descriptors
4. Intended
Learning
Outcomes
Learning Activities Assessment
Paper Based Online
F2F Online Formative Summative Formative Summative
Explain the
concept …
Lecture 1,2
Tutorial –
Intro to
Assign 1
Lecture 1,2
Overview
Hotlist
Assign 1
Practical
write-up
Exam
Self test/
Quiz
Assess the
validity of…
Lecture 4,
8
Tutorial –
Intro to
Assign 2
Lecture 8
Overview
Hotlist
Assign 2
Group
Poster
Exam
Self Test
/Quiz
23/05/2014 4
Learning, Teaching and Assessment Matrix
5.
6. Webinar Activity 1 – What task(s) might you
use to assess these learning outcomes?
On completion of this course, students
will be able to:
• Search the library database, relevant
online databases and the internet for
reference materials that can be used
in their assignments.
• Cite references from books, journals,
newspapers, the internet and
personal email communications
correctly in assignments using the
Harvard referencing system.
• Evaluate the quality of and integrity of
references and resources found on
the internet for use in their
assignments.
Type your ideas into the chat
box – 2 minutes.
We’ll vote on the best idea
7. How, when and by
whom could effective
feedback be provided
to students on this
task?
8. Topic 1 Discussion comments
Comment summary (over-simplified) - what people said:
Google+: practical relevance, self-reflection, element of negotiation, stretching.
Twitter: practical, inspiring, developing self-esteem, good information
inspire them
raise students’ self-esteem
We can mark it in given timeframe
I enjoyed extended projects where there was
design, hands on experimentation, reading of
relevant research literature, and writing up my
findings.
Assignments that I particularly
enjoyed as a student (and can still
remember) where the ones that
involved practical elements, i.e.
gathering data myself or in a group,
rather than just essays and exams
based on readings and lectures
My favourite assignments to
mark are where the students all
do the same task but have a
wide scope for creative
interpretation or individual
choice
9. In assessment Utopia there is no such thing as assessment
design: participatory approaches to learning will mean that
every student is able to provide evidence of their learning
in individually negotiated, creative ways
Topic 1 Discussion comments
10. Question: What factors do you need to consider
when choosing an assessment method?
Topic 2
14. Topic 2 Task: How do you choose an
assessment method?
Will the dog eat all of our
homework in the future?
What assessment methods
are best for our courses?
Choose a method of
assessment that you haven’t
used before, and evaluate
its suitability for use in a
course you are familiar
with.
Photo credit: dog eating paper by Meryl on Flickr; CC licensed
The questions will be discussed within the google community area, with one area for each topic
If you post your task responses to the community area by Thursday each week, then Rod, Anne or Rachel will comment on them by Monday of the following week.
Answers for both tasks into the chat box
Produce a poll of methods in task 1 and get participants to vote on best one – not on their own
Task to on the method voted for
Will annotate ideas onto this slide
Quick round up of things said in the Twitter/Google+ conversations about what makes a good assignment task
The most common assignment tasks are these. Probably not too surprising, as these are all tried and tested methods of demonstrating achievement.
But we also have a fantastically wide range of others, as you’d expect with the wide diversity of professional skills we’re aiming to test across the institution. Tasks need to be chosen to demonstrate achievement of the learning outcomes, and also need to be practical to do and to mark, and to engage students, and to discourage plagiarism or other forms of cheating. Quite a challenge, but we do try to encourage people to be creative and to specify tasks which they will look forward to marking.
If you have particular interests such as feedback, electronic submissions, assessing groups, assessing key skills or whatever, let us know via the registration form and we can try to set up some working groups in Google plus. https://docs.google.com/spreadsheet/ccc?key=0At8RlxafIB1VdDQ2Wi10d3hqU3A2Mk5PVlNIeE1mbmc#gid=0