1 The centrality of assessment “The spirit and style of student assessment define the de facto curriculum.” (Rowntree, 1977) “Assessment will often swamp the effects of other aspects of the curriculum.” (Boud,1990) “Assessment defines the curriculum for students.” (Ramsden, 1992) “Students’ perceptions of the demands of assessment substantially define the curriculum for, and thus shape the work of, students.” (Baume, 2007, after Rowntree, Boud and Ramsden)

Making Assessment Work for Students David Baume PhD FSEDA

3 Overview 1.Your experiences of being assessed 2.Assessment will be working for students when… 3.Theory and practice in assessment 4.Making assessment work for students 5.Implementing the assessment strategy

4 1Your experiences of being assessed The last time you were assessed: What was the assessment? How did you feel during the assessment? What did you learn from being assessed?

5 2Assessment will be working for students when they say - a.“I know how I’m doing – I know what I know and don’t yet know, what I can do and can’t yet do.” b.“This is what I’m going to do to get the kind of grades I want…” c.“That last assessment task was unusual. It made it me think, made me work. But it was spot on – it really tested the important things.” d.What else do students say when assessment is working for them?

6 3Theory and practice in assessment Our theories about assessment are visible in our practice, in what we do, in how we assess. Specifically, our actual learning outcomes are visible in our assessment tasks (and in how we prepare students for assessment) We can improve our assessment by: –Making explicit our theories, our learning outcomes – we can do this by analysing how we assess –Judging if these theories and learning outcomes are supportable, appropriate –If necessary, adopting and enacting new theories and learning outcomes

7 3Two models of (curriculum, teaching &) assessment Note: Both of these models are ideal types; cartoons or caricatures. Reality is more complicated. Model A –Curriculum is content. –Teaching is delivering content. –Assessment is seeing if the content has been learned. Model Z –Curriculum is learning outcomes, embodying content. –Teaching is supporting students to achieve learning outcomes. –Assessment is seeing if these learning outcomes are being and have been achieved.

8 3Practices and beliefs In what respects do your curriculum and your assessment practices embody: –Model A? –Model Z? –Another model?

9 3Constructive alignment Good learning outcomes also suggest good learning activities and good assessment tasks. For example, from a post-graduate professional programme: “Students should be able to….. 1“Identify, analyse and reach reasoned conclusions; rigorously and in a well-informed way; on complex situations, problems and opportunities in the subject of their studies. 2“Research, develop and review a range of possible strategies and solutions 3“Make a reasoned choice of strategies and solutions. 4“Plan the implementation of strategies and solutions.

10 3Constructive alignment 5“Evaluate the implementation of strategies and solutions. 6“Ensure that these strategies and solutions involve appropriate combinations of and selections from policy, strategy, and the design and operation of systems and processes 7“Ensure that these strategies and solutions to the maximum extent meet the needs of individuals and groups in their social, economic, technical, cultural and other key contexts. 8“Inform all their work with selective and critical use of current research and practice.”

11 4What makes assessment work for students? 4a“I know how I’m doing – I know what I know and don’t yet know, what I can do and can’t yet do.” 4b“This is what I’m going to do to get the kind of grades I want…” 4c“That last assessment task was unusual, it made it me think, made me work. But it was spot on – it really tested the important things.”

12 “4aI know how I’m doing – I know what I know and don’t yet know, what I can do and can’t yet do” What helps your students to be able to say this, and then to act on their knowledge? i.Clear, attractive, understandable learning outcomes, against which to measure and plan their progress ii.Feedback in relation to these outcomes iii.Lots of feedback, from tutors and peers and self and on-line tests and … iv.What else?

13 “4bThis is what I’m going to do to get the kind of grades I want…” Again, what helps your students to be able to say this, and then to act on their knowledge? Detailed knowledge of: i.Their own learning goals ii.The relationships between learning outcomes and learning activities iii.Their own best learning styles and approaches iv.What else?

14 4c“That last assessment task was unusual … but it really tested the important things” Would you like your students to say this? Do they say this, or something like it? What was the last innovation you made in assessment? What will be the next? (‘Unusual’ isn’t the point – the point is, ‘valid’, ‘appropriate’, ‘stimulating’, ‘valued’, ‘challenging’, ‘rewarding to do…’)

15 5Implementing the assessment strategy Valid assessment of learning outcomes that are academically & professionally appropriate will require innovations in assessment. Assessment will work for students when: They experience assessment as a natural, continuing and constructive part of the course. Conversations about the nature and qualities of good work are embedded in the course. Summative assessment brings them few, if any, surprises