From Aims and Outcomes - - to a plan for Assessment

Our General Workshop Plan: Input - ideas to work on and work with

Preliminary input - a brief one! Aims and outcomes should be central to our curriculum development

AIMS - and learning outcomes What will you be pleased to see your learners being able to do, when they complete the course in your example? What will persuade you that you have been successful? Try to describe that behaviour as something which you can see, or hear

Our General Workshop Plan: Input - ideas to work on and work with Exemplify this input - on something I am doing or have done

Ex: Understanding concepts I did not wish to assess in number-crunching tasks, which only encourage the ability to remember and to apply an algorithm or “recipe” I wished them to be able to use and show “qualitative understanding” by being able to explain... So I devised “Ascending order questions”

The status quo…... - encouraged and rewarded number- crunching could be performed without any understanding whatsoever

Calculate the second moment of area

The new type of task …. - dealt with qualitative thinking rather than quantitative processing.

Arrange these sections in ascending order of second moment of area - where possible Give reasons for order, or non-positioning A B C D E F All are of the same area

Comparison Number crunching is quantitative and can be done with no understanding assesses ability to follow a procedure often loses marks merely for weaknesses in computation Ascending Order is qualitative and cannot be done without having, and displaying, grasp of concepts assesses ability to apply understanding logically

Another : Pertinent questioning Here’s a paper you haven’t seen before, but should understand Read it Decide what five questions you would ask of the writers, if they were available to you - - and explain (briefly) why they are worth asking

In my new example for today, I want my students to be able to.. Ask effective questions Seek answers to them, in the literature Distinguish between what matters, and what does not matter Judge the sound-ness of any writings they find Reach their own conclusions Justify these conclusions - soundly

Our General Workshop Plan: Input - ideas to work on and work with Exemplify this input - on something I am doing or have done Test the input - on something that you will be doing

In your example, what do you want your students to be able to do? Try to set out statements like mine, but in Danish Summarise them on a sheet of A4 Help your partner to refine their outcomes

Our General Workshop Plan: Input - ideas to work on and work with Exemplify this input - on something I am doing or have done Test the input - on something that you will be doing Give and receive helpful comments Summarise or highlight what is important and relevant in this, for you

Our General Workshop Plan: Input - ideas to work on and work with

Making the judgement Objectively and systematically …………...

Standard Making the judgement: 1

Standard Performance Making the judgement: 2

Standard Performance Making the judgement: 3 ?

Standard Performance Making the judgement: 4 S_ C_ A_ L_ E _

What else can we say about... Assessment?

See handbook Page 9

So in our assessment, we should: Ask our students to demonstrate the learning which is our aim for them Show that we value this learning Make shortcuts and evasion difficult!

Our General Workshop Plan: Input - ideas to work on and work with Exemplify this input - on something I am doing or have done

How will you assess in your example? Here is what I will ask of my students…………..

I will design my assessment to require my students to: Ask an effective question about the HCI Seek an answer to questions, in literature Distinguish between what matters, and what does not matter Judge the sound-ness of the writings Reach their own conclusions Justify these conclusions - soundly Summarise what they have learnt for next time

Our General Workshop Plan: Input - ideas to work on and work with Exemplify this input - on something I am doing or have done Test the input - on something that you will be doing

Now design your assessment Make notes of your assessment plan (in Danish), on a sheet which begins with your learning outcomes Explain this plan to your partner Help each other to improve your plans Display your plans, and see what the others are doing Raise issues or questions in plenary

Step by step … Make notes of your assessment plan (in Danish), on a sheet which begins with your learning outcomes 2. Explain this plan to your partner 3. Help each other to improve your plans 4. Display your plans, and see what the others are doing

Our General Workshop Plan: Input - ideas to work on and work with Exemplify this input - on something I am doing or have done Test the input - on something that you will be doing Give and receive helpful comments Summarise or highlight what is important and relevant in this, for you

Questions and comments: Has that activity raised any questions about the advice in the handbook? - or prompted any comments?

Post-script Idea - (if there is time!): Influence learning and development through objective self-assessment

Making the judgement

Standard Making the judgement: 1

Standard Performance Making the judgement: 2

Standard Performance Making the judgement: 3 ?

Standard Performance Making the judgement: 4 S_ C_ A_ L_ E _

Components of judgement Setting criteria and amplifying them in standards against which to judge Describing performance in similar terms Comparing the two in a predetermined way - some or all of which can be the responsibility of the learner

Comparison of methods Tutor assessed criteria often not grasped cue-seeking and strategic learning common - and rewarded slight influence on performance? Self-assessed criteria grasped learning managed by formative self- assessment major leaps in performance!

Self-assessment …... ……need not contribute to the final grade!

My questions? Could self-assessment enrich your students’ learning and learning experience? How would you ensure that they master the objective process - the most demanding of the cognitive abilities? Would it then be of use in evaluating which is part of their project work, studying, and professional development?