EFFICIENT ASSESSMENTS: THE ASSESSMENT COMPARATOR- A TOOL TO CALCULATE EFFICIENCY Liz Gormley-Fleming & Dr. Fang Lou.

Slides:

Advertisements

Similar presentations

The 21st Century Context for

Advertisements

Enhancing student learning through assessment: a school-wide approach Christine OLeary & Kiefer Lee Sheffield Business School.

Assessment Adapted from text Effective Teaching Methods Research-Based Practices by Gary D. Borich and How to Differentiate Instruction in Mixed Ability.

Formative assessment Peter Scales Lifelong Learning Further and Higher Education

Student Education Service Update December 2012 Vivien Jones.

Bringing it all together!

Principles of Assessment and Feedback for Learning Ulster Principles of Assessment and Feedback for Learning School Board Briefing [School/Dept name] [Facilitator.

DESIGNING TEACHING APPROACHES TO ACHIEVE INTENDED LEARNING OUTCOMES

Standards and Practices January Standard: C3Practice: 1.a Teaching and learning reflects IB philosophy. Teaching and learning aligns with the requirements.

Quality Assurance: Dimension of the Bologna Process Gayane Harutyunyan Bologna Secretariat June 10-11, 2014 Munich.

The Tyler Curriculum Evaluation Model TWU Nurs 5253 Emily Durbin Elouise Ford Tressa Hunter Curriculum Design The curriculum represents the expression.

Synergy in action: getting more than we anticipated Part 1 Diverse projects – common themes Part 2 Collaboration : What are the benefits and fears? Dominic.

Orientation for New Site Visitors CIDA’s Mission, Value, and the Guiding Principles of Peer Review.

Student Participation Kathryn McFarlane. Aims Revisit underpinning theories relevant to student participation Generate discussion…..

Insight Benchmarking for Excellence #Insightevents.

Workplace-based Assessment. Overview Types of assessment Assessment for learning Assessment of learning Purpose of WBA Benefits of WBA Miller’s Pyramid.

Assessment matters: What guides might we use as individuals, teams and institutions to help our assessment endeavours? A presentation to Wolverhampton.

Insight Benchmarking for Excellence

Reflection and veterinary students Veterinary graduates are expected to be reflective practitioners able to direct their own continuing professional development.

Dr Jo Maddern Centre for the Development of Staff and Academic Practice Institute of Education, Graduate and Professional Development INSPIRING TEACHING,

USING THE JISC STEPS TOWARDS EFFECTIVE TECHNOLOGY-ENHANCED ASSESSMENT AND FEEDBACK TO SUPPORT INSTITUTIONAL ENHANCEMENT OF ASSESSMENT AND FEEDBACK Carolyn.

Transforming your Pedagogy through the Purposeful Use of Data

TYLER Curriculum Model

Assessment Primary and Secondary Probationer Teachers.

Innovative and Efficient Assessment Dr Helen Barefoot University of Hertfordshire Professor Mark Russell King’s College London.

0 Area Network Day - Summer Agenda 09:15 – 10:30 Assessing Pupil Progress 10:30 – 10:45 Break 10:45 – 12:00Raising Standards in Reading using.

Workshop for TA’s? Presents:

Webinar 3 Core Instruction (Tier 1). Assessments: – Screening – Evaluating effectiveness of core instruction Research-based/Evidence-based Instructional.

Effecting Sustainable Change to Assessment Practice and Experience in the Biosciences; The ESCAPE project Dr Helen Barefoot University of Hertfordshire.

Improving small group teaching Sally Brown Emeritus Professor, Leeds Metropolitan University, Adjunct Professor University of Sunshine Coast, Central Queensland.

(SJS[date]) 1 (Assessment and) Feedback - introduction The role of assessment: –Extract from ALOE resource –Assessment audit tool Receiving.

Fund of Knowledge: Basic research methodology Pre-test mean: 56% ± 8% Post-test mean: 65% ± 6% N=11, p value

Transforming Community Services: Staff engagement and clinical leadership NHS Leeds Innovation in Community Services – Transforming Community Services.

Maintaining student engagement with formative assessment (using Questionmark) Tracey Wilkinson Centre for Biomedical Sciences Education School of Medicine,

Enhancing student learning through assessment: a school-wide approach Christine O'Leary, Centre for Promoting Learner Autonomy Sheffield Business School.

Dr Clare Carruthers Mrs Brenda McCarron Dr Adrian Devine Dr Peter Bolan Dr Una McMahon Beattie Feedback on feedback: Engaging students in the feedback.

Using Student Assessment to Improve Instruction Dr. Tim Fry.

Making Assessment Count (MAC) Consortium An informal group further developing and adapting best practice in the use of technology to enhance feedback.

Academic PDR Structure 2013/2014. Background The University’s Executive acknowledged the continuing importance of frontline academics and particularly.

Developing a process of electronic question banking in 2 nd and 3 rd year courses Dalal ALQahtani; BDS,MSc,M ed Oral and Maxillofacial Pathologist Lecturer.

Engaging Students in Quality Assurance: The Challenge of Embedding Unit Feedback Processes and Enhancing the Student Learning Experience. Sara Briscoe,

Universal Design for Learning: Curriculum Design in BCPS VERLETTA WHITE CHIEF ACADEMIC OFFICER.

20081 E-learning Lecture-10: EVALUATING THE IMPACTS OF E-LEARNING week 12- Semester-4/ 2009 Dr. Anwar Mousa University of Palestine Faculty of Information.

Teaching One To One Dr Alastair McGowan Sept

UEL – London’s leading university for civic engagement Dr Stella Cottrell Pro-Vice-Chancellor, Learning, Teaching and Student Engagement November 2014.

What Do PLC’s Need to Focus on?

L&T seminar series. What worked? By teaching staff, for teaching staff Pan – University Informal Community Good feedback Best practice examples What didn’t.

Learning and teaching 27 May 2010ADM Assessment in the studio Hilaire Graham Dean Learning and Teaching.

Assessment practice to complement use of text-matching software Faculty of Education Humanities and Law Faculty Teaching and Learning Forum November, 2015.

Exploring the experiences of arts practitioners engaging with Educational Development programmes Dr. Karen Treasure Plymouth University VC Teaching and.

ESCAPE and beyond Mark Russell & Jon Alltree The University of Hertfordshire.

Clean Power Plan & Reliability – An Update TEPPC Winter 2016 Meeting February 3 rd – 4 th 2016 Vijay Satyal PhD, Sr. Policy Analyst W ESTERN E LECTRICITY.

30/10/2006 University Leaders Meeting 1 Student Assessment: A Mandatory Requirement For Accreditation Dr. Salwa El-Magoli Chair-Person National Quality.

Efficiency of assessment: initial thinking from the ITEAM project Mark Russell, Liz Gormley-Fleming and Karen Robins The ITEAM project. University of Hertfordshire.

INTRODUCTION TO ASSESSMENT METHODS USED IN MEDICAL EDUCATION AND THEIR RATIONALE.

CEIT 225 Instructional Design Prof. Dr. Kürşat Çağıltay

Teaching Matters: Developing indicators of teaching quality, a comparative study The Teaching Quality Indicators Project

©2012 THE ADVISORY BOARD COMPANY ADVISORY.COM Gaining Provider Feedback In February – March 2014, we administered a medical staff survey to employed &

Teaching through simulation: Negotiation Skills A learning activity for last year undergraduate students studying Project Management (U33571) as part of.

Developing EAP reading materials for teaching and publication

Embedding Equality and Diversity in the Curriculum (EEDC)

Prof Nora Colton Deputy Vice-Chancellor, Academic November 2016

ASSESSMENT FOR LEARNING: FORMATIVE APPROACHES

An introduction to the LiFE Index

University of Groningen - International Classroom project

Consistency of Teacher Judgement

David Hope, Avril Dewar and Helen Cameron Background

Assessment 101 Zubair Amin MD MHPE.

Assessment for learning:

The ESCAPE Project – an overview

Presentation transcript:

EFFICIENT ASSESSMENTS: THE ASSESSMENT COMPARATOR- A TOOL TO CALCULATE EFFICIENCY Liz Gormley-Fleming & Dr. Fang Lou.

AIM OF THIS PRESENTATION Background information about the design of the calculator. To present the resource calculator with examples. To discuss how it may be used in deciding an assessment methodology.

BACKGROUND-ASSESSMENT PROJECT Improving the student experience of assessment and realising this by aligning assessment to the student population through use of various technologies.

BACKGROUND-ASSESSMENT PROJECT Assessment is important for learning Good assessment supports students’ learning Staff effort should be recognised Timely feedback is crucial Technology enhanced solutions can be beneficial

WHAT IS A RESOURCE CALUCLATOR? Microsoft Excel based tool. May be used for a range of assessment. Identifies the elements considered in the design of an assessment. Provides the academic with guide to make informed decisions.

THE PROCESSES OF DEVELOPING THE ASSESSMENT COMPARATOR Consideration of all the processes required in order to execute an assessment were considered. These were consistent across all assessment methodologies and include: lecturer preparatory stage student preparatory stage the assessing and feedback stage

Essential considerations in the design

Screen shots of resource calculator with some examples of different types of assessment Essay Objective testing Group work Exam OSCE

Essay resource calculator.

RESOURCE CALCUALTOR –OBJECTIVE TESTS

Comparison

GROUP WORK

ASSESSMENT COMPARATOR-GROUP WORK V’S OBJECTIVE TEST.

How to use the resource calculator. Not prescriptive. Resource variants and the implications of those variants on educational effectiveness. Informed decisions for educational efficiency consideration of an assessment methodology. Module design at curriculum development in conjunction with other tools. Consider what the various processes of an assessment are doing.

ASSESSMENT for LEARNING PRINCIPLES … Engages students with assessment criteria …Supports personalised learning …Focuses on student development …Ensures feedback leads to improvement …Stimulates dialogue …Considers staff and student effort The next phase

REFERNCES Fry, H., Ketteridge, S. & Marshall, S. (2009). A handbook for Teaching and Learning in Higher Education Enhancing Academic Practice. 3 rd edition. Routledge. London. Ramsden, P. (2003) Learning to Teach in Higher Education (2 nd edition) Routledge. London. Constructed-Response Test Questions: Why We Use Them; How We Score Them By Samuel A. Livingston Assessment for Learning Principles (2012) University of Hertfordshire. 4E316/$FILE/UH%20Assessment%20Guidance%20for%20publication- %20Web%20Version-PDF.pdf Schuwirth, L.W.T., & van der Vleuten C.P.M. (2003) ABC of learning and teaching in medicine. British Medical Journal 326 (7390)