1. Assessment Cecilia Jacobs

2. Marks do not motivate students to learn. 1.Strongly agree 2.Agree 3.Disagree 4.Strongly disagree

3. Marks do not motivate students to learn.

4. Task 1: Read section 2.2 of the assessment policy in your file

5. Assessment consistently distinguishes between good and poor performance is the definition of 1.Fairness 2.Validity 3.Reliability 4.Academic Integrity

6. Look at the following Physics question for grade 11 learners: Why does a figure skater who is doing a pirouette accelerate when she pulls in her arms? This question could possibly lead to problems with 1.Validity 2.Reliability 3.Fairness 4.Transparency

7. Read the Telegraph article (hand out): Student outrage over 'impossible' A-level maths exam. Which criteria are possibly affected in this case: Student outrage over 'impossible' A-level maths exam 1.Validity 2.Reliability 3.Fairness 4.Transparency 5.Academic Integrity

8. Task 2 Complete activity 1 Determine the Bloom level of the different questions we had in this session so far.

9. Task 3 Look at the question paper which you brought and then complete activity 2.

10. Task 4 Complete activity 3: Design/Improve a question.

11. Alignment criteria methods feedback assessment scope type level outcomes learning opportunities teaching

12. From: http:// exchange.ac.uk/learning-and-teaching-theory-guide/constructive-alignment.htmlhttp:// exchange.ac.uk/learning-and-teaching-theory-guide/constructive-alignment.html

13. This policy is based on the assumption that lecturers have the competence to decide how assessment should take place within their disciplines and programmes and will be prepared to strive towards excellence in knowledge practice and to develop their skills further. The primary responsibility for the monitoring of assessment practices at the University lies within the faculties. The policy does not propose to be prescriptive with regard to assessment strategies, but rather to create space within which lecturers can make justifiable choices with regard to assessment within their own environments.

14. FLEXIBLE ASSESSMENT (END) EXAM SYSTEM CONTINUOUS ASSESSMENT PROPOSED SYSTEMEXISTING SYSTEMS NUMBER OF ASSESSMENT OPPORTUNITIES Minimum two (preferably more) Three (exam and class mark based on minimum 2 marks) Four (semester modules) Eight (year modules) DERIVING THE MARKS No maximum per assessment, but to follow the 7 criteria in the assessment policy Class mark: min 40%, max 50% Exam mark: min 50%, max 60% Semester = max 25% (per assessment) Year = max 12.5% (per assessment) PREDICATE (class) MARK Falls away but can be adapted internally Min 40% for admission to the exam None RE- ASSESSMENT Falls away but can be adapted internally Allowed if between 45%-50% None ‘SICK’ TESTS AND EXAMS Internal arrangementTests – internal arrangement Exams – if sick at 1 st opportunity Internal arrangement SCHEDULING Per central system – include all assessments, not just exams and tests Test timetable: 1opportunity Exam timetable: 1 opportunity Internal ROLE OF THE EXAMS OFFICE Can arrange venues and copying of papers for exam period but modules to indicate if they want assistance. Arranges venues and copying of papers for exam period Can help

15. End- assessment 3 marks minimum Max 60% Predicate + “Her” Continuous assessment 4 or 8 marks minimum Max 25%/12.5% No predicate / “Her” Flexible assessment Currently evaluated – each application approved by Senate 2 marks minimum No maximum Predicate and “Her” possible

16. Meta-reflection Can you spot the teaching methods used in this session? Purpose of each? Reading Answer a question Discuss a question ConcepTests (clickers) Do a problem