1. Life Impact The University of Adelaide Curriculum design and assessment Geoffrey Crisp CLPD ALTC National Fellow

2. Life Impact The University of Adelaide Slide 2 Typical learning and assessment today? http://www.flickr.com/photos/cristic/359572656/ http://www.pharmtox.utoronto.ca/Assets/Photos/pcl473+classroom+editted.JPG

3. Life Impact The University of Adelaide Slide 3 Authentic learning and assessment http://www.nasaimages.org/luna/servlet/detail/nasaNAS~9~9~58363~162207:

4. Life Impact The University of Adelaide Slide 4 Do you want the red pill or the blue pill? http://www.urvoting.com

5. Life Impact The University of Adelaide Slide 5 QUT Assessment Policy Assessment is valued as a strategy to support student learning Boud - reframe assessment as if learning was its primary purpose http://www.assessmentfutures.comhttp://www.assessmentfutures.com include a requirement that students are able to make judgements about their own learning and to use those judgements to influence their approaches to future learning teachers require a forward looking approach to describing the learning outcomes for a course primary purpose of the task is to facilitate future approaches to learning, requires a different approach to setting task

6. Life Impact The University of Adelaide Slide 6 QUT Assessment Policy Assessment cohesively links the learning outcomes, content, and learning and teaching approaches at the unit and course levels

7. Life Impact The University of Adelaide Slide 7 Integrative assessment - reframing assessment practices for current and future learning Integrative assessments would have the following characteristics: students are provided with opportunities to make judgements about their own learning or performance through review and critique students are provided with opportunities to define standards and expectations in their response students are provided with opportunities to track and analyse their approaches to responding to a problem, issue, situation or performance;

8. Life Impact The University of Adelaide Slide 8 Integrative assessment - reframing assessment practices for current and future learning Integrative assessments would have the following characteristics: students are provided with opportunities to integrate prior or current feedback into their response students are provided with opportunities to engage with a meaningful task that has inherent worth beyond just an assessment activity students are rewarded for the quality of their analysis of metacognitive abilities, rather than factual knowledge or a specific performance

9. Life Impact The University of Adelaide Slide 9 QUT Assessment Policy Assessment is an integral part of the whole of course design and gives particular attention to the needs of first year students Coping with transition Understanding what is required Engagement with academic programs Support and feedback Experiences of success Agents in own learning Belief in self (ability) and motivation Social dynamics of learning (belonging) Yorke and Mantz

10. Life Impact The University of Adelaide Slide 10 Bobby Elliot and assessment 1.5 to 2.0 Traditional assessment (Assessment 1.0) Computer-based assessment (Assessment 1.5) Tool-assisted assessment (Assessment 2.0)

11. Life Impact The University of Adelaide Slide 11 Assessment 1.0 v Assessment 2.0 Given Done alone Descriptive Text Closed book Done in class Teacher assessed Negotiated Done collaboratively Researched/Deep Text/audio/video Open web Done anywhere Self- and peer-assessed Assessment 1.0Assessment 2.0 http://www.scribd.com/doc/461041/Assessment-20

12. Life Impact The University of Adelaide Slide 12 What has e-assessment got to offer? can offer new possibilities for immersion and interactivity has the potential to facilitate enhanced social interactions can begin to resemble games and role-playing can facilitate the exposition of advanced skills and capabilities

13. Life Impact The University of Adelaide Slide 13 Interactive spreadsheets

14. Life Impact The University of Adelaide Slide 14 QuickTime VR

15. Life Impact The University of Adelaide Slide 15 QUT Assessment Policy Assessment provides valid evidence of learning outcomes at the unit level and may contribute to assessment of student learning at the course level including graduate capabilities http://www.phoebe.ox.ac.uk/

16. Life Impact The University of Adelaide Slide 16 http://www.phoebe.ox.ac.uk/

17. Life Impact The University of Adelaide Slide 17 Learning Activity Management System http://demo.lamscommunity.org/lams/

18. Life Impact The University of Adelaide Slide 18 Learning Activity Management System

19. Life Impact The University of Adelaide Slide 19 QUT Assessment Policy Assessment approaches are consistent with QUT’s approach to real world learning and teaching and include a variety of assessment tasks Knight (2007) introduced the concept of fostering and assessing “wicked” or complex competences student competencies that are often difficult to define and measure in a quantitative manner and are usually developed over a significant period of time frequently described as “soft skills” in higher education and are often included in the desirable employer or graduate attributes classified “wicked” competencies into nine attributes; developing supportive relationships, emotional intelligence, group work, listening and assimilating, oral communication, professional subject knowledge, relating to clients, self-management (confidence and effectiveness) and ‘taking it onwards’ – acting on diagnoses

20. Life Impact The University of Adelaide Slide 20 e-Portfolios

21. Life Impact The University of Adelaide Slide 21 Process of problem solving - IMMEX http://www.immex.ucla.edu

22. Life Impact The University of Adelaide Slide 22 What Happens in a Role Play? Adopt a role Issues & problems occur Reflection & Learning Interaction & debate

23. Life Impact The University of Adelaide Slide 23 Scenario-based learning http://www.pblinteractive.org

24. Life Impact The University of Adelaide Slide 24 QUT Assessment Policy Assessment reflects rigorous academic standards associated with the discipline and is based on pre- determined and clearly articulated criteria, associated standards and weightings Hierarchical descriptors for the self-knowledge facet of understanding Wise deeply aware of the boundaries of one’s own and others’ understanding; able to recognize his prejudices and projections; has integrity – able and willing to act on what one understands. Circumspectaware of one’s ignorance and that of others; aware of one’s prejudices; knows the strengths and limits of one’s understanding. Thoughtfulgenerally aware of what is and is not understood; aware of how prejudice and projection can occur without awareness and shape one’s views Unreflectivegenerally unaware of one’s specific ignorance; generally unaware of how subjective prejudgments colour understandings Innocentcompletely unaware of the bounds of one’s understanding and of the role of projection and prejudice in opinions and attempts to understand Wiggins, G. and McTighe, J. 2005. Understanding by Design. Alexandria, USA: ASCD.

25. Life Impact The University of Adelaide Slide 25 QUT Assessment Policy Assessment is fair, equitable and inclusive and clearly communicated to students students as active partners in the assessment process provide students with tools that encourage and facilitate active participation

26. Life Impact The University of Adelaide Slide 26 Wikis and Blogs

27. Life Impact The University of Adelaide Slide 27 Self and Peer Assessment Tools

28. Life Impact The University of Adelaide Slide 28 QUT Assessment Policy Assessment patterns provide progressive, timely and meaningful feedback to students and staff through both formative and summative elements clarify what good performance is (goals, criteria, standards) facilitate reflection and self-assessment in learning deliver high quality feedback to students: feedback that enables students to monitor and self-correct encourage peer and tutor dialogue around learning encourage positive motivational beliefs & self esteem through assessment provide opportunities to close the feedback loop use feedback information to shape teaching

29. Life Impact The University of Adelaide Slide 29 7 Principles good feedback - Nicol Standard format and model answers provide progressive clarification of expectations (clear goals, principle 1) Students encouraged to self-assess against model answer (self- assessment, principle 2) Online peer discussion aimed at reaching consensus about response (dialogue, principle 4) Staged complexity and focus on learning rather marks (motivation, principle 5) Repeated cycle of topics and tasks (closing gap, principle 6) Tutors can monitor progress and adapt (shaping teaching, principle 7) http://www.iml.uts.edu.au/assessment- futures/elements/Nicol_Principles_of_good_assessment_and_feedback.pdf

30. Life Impact The University of Adelaide Slide 30 QUT Assessment Policy Assessment approaches ensure that reliable and consistent judgments are made about a student's performance and that academic integrity is promoted http://panograph.free.fr/BayeuxTapestry.html

31. Life Impact The University of Adelaide Slide 31 Assessment tasks should be worth doing if students can answer your questions by copying from the web, you are asking the wrong questions if students can answer your questions by using Google, you are asking the wrong questions if students can answer your questions by guessing, you are asking the wrong questions Why the hell am I doing this course?

32. Life Impact The University of Adelaide Slide 32 QUT Assessment Policy Assessment is reviewed as part of course quality assurance processes to facilitate effective learning and maximise efficiency for students and staff

33. Life Impact The University of Adelaide Slide 33 Second Life examples http://www.youtube.com/watch?v=Ncj7xokweOc

34. Life Impact The University of Adelaide Slide 34 Second Life examples http://www.youtube.com/watch?v=ZgkUtSSEpBc

35. Life Impact The University of Adelaide Slide 35 Second Life examples http://www.youtube.com/watch?v=eQruIhMVgYI

36. Life Impact The University of Adelaide Slide 36 Interactivity – Virtual Worlds http://www.bized.co.uk/virtual/home.htm

37. Life Impact The University of Adelaide Slide 37 Interactivity – Virtual Worlds

38. Life Impact The University of Adelaide Slide 38 Augmented reality

39. Life Impact The University of Adelaide Slide 39 Future assessments? Will we see universal development of immersive and authentic learning and assessment environments? Will assessments measure approaches to problem solving and student responses in terms of efficiency, ethical considerations and the involvement of others? Will teachers be able to construct future assessments or will this be a specialty activity?

40. Life Impact The University of Adelaide Slide 40 References Nicol, D. J. 2009. Assessment for learner self-regulation: enhancing achievement in the first year using learning technologies. Assessment & Evaluation in Higher Education, 34, no. 3: 335–352. Knight, P. 2007. Fostering and assessing ‘wicked’ competences. http://www.open.ac.uk/cetl- workspace/cetlcontent/documents/460d1d1481d0f.pdf (accessed March 1, 2010).http://www.open.ac.uk/cetl- workspace/cetlcontent/documents/460d1d1481d0f.pdf Joughin, G. 2009. Assessment, Learning and Judgement. In G. Joughin (Ed) Assessment, Learning and Judgement in Higher Education. Springer p215-221. Yorke, M. 2005. Increasing the chances of student success. In Improving student learning 12: Diversity and inclusivity, ed. C. Rust, 35–52. Oxford: Oxford Centre for Staff and Learning Development.

41. Life Impact The University of Adelaide Slide 41 The e-Assessment Handbook and HERDSA Guide