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Presentation on theme: "This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License -"— Presentation transcript:

1 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0 Inclusive curriculum Design 1

2 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0 In groups, discuss (5 minutes) Can you list at least three reasons? 2

3 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0 standardisation; objective; marking criteria; exam; subjective; low-stakes; high-stakes; test; assignment; quiz; constructed response; selected response; assessed coursework; evaluation; formative; summative; criterion referenced; norm referenced; item analysis; diagnostic; peer review; group assessment; self assessment; peer assessment. 3

4 What makes a good assessment? What do you think are the main features of a good assessment? 4

5 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0 Validity. Reliability. Practicality. Accessibility. 5

6 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0 Content Coverage and Range Construct Face 6

7 Reliability Test and item. Marker. Practicality Resources. Real world. 7

8 It is now thirty years since serious doubts were raised about examinations, yet despite the fact that there has been no serious shortage of critics since then, very little has changed. Cox (1967: 352) For many years I taught in universities.... I marked thousands of scripts without examining what the scripts could teach me about my capacity as a teacher and examiner. Ashby (1985: v) Something like 90% of a typical university degree depends on unseen time-constrained written examinations, and tutor-marked essays and/or reports. Race (2001: 5) Some quotations on assessment in HE 8

9 ...institutional assessment efforts should not be concerned about valuing what can be measured but, instead, about measuring that which is valued. Banta et al (1996: 5) Description of a grade: An inadequate report of an inaccurate judgment by a biased and variable judge of the extent to which a student has attained an undefined level of mastery of an unknown proportion of an indefinite material. Dressel (1983:12) assessment plays a critical role in determining the quality of student learning and a conception of assessment for learning first and grading second implies the use of a spectrum of methods Ramsden (1992:177 and 185) Some quotations on assessment in HE 9

10 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0 1. Should be for learning, not simply of learning 2. Should be reliable, valid, fair and consistent 3. Should consist of effective and constructive feedback 4. Should be innovative and have the capacity to inspire and motivate 5. Should measure understanding and application, rather than technique and memory 6. Should be conducted throughout the course, rather than being positioned as a final event 7. Should develop key skills such as peer and reflective assessment 8. Should be central to staff development and teaching strategies, and frequently reviewed 9. Should be of a manageable amount for both tutors and students 10. Should encourage dialogue between students and their tutors and students and their peers 10

11 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0...work which is not undertaken in an examination room under supervision but which is submitted by a student for formal assessment must be written by the student and in the students own words... (UoB 2003) Cheating or weak study skills? Misunderstanding of or not understanding – Academic Integrity Greater heterogenity of student body requires new consistent approach to detailing what required and what acceptable How to prevent it and deal with it? Pandoras box (Sutherland-Smith 2005) Reluctance to discuss plagiarism openly Application and understanding of University policy on plagiarisim Integrity, honesty and trustworthiness Why does it happen? 11

12 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0 What are marking criteria?How can they help tutors?How can they help students? What about moderation/standardisation? Can grading ever be objective? 12

13 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0 National Student Survey NUS Principles What is feedback? Student views on feedbackStudent views on feedback (10 minute video) 13

14 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License - http://creativecommons.org/licenses/by-nc-sa/3.0 Ashby, E. (1985), preface to Brewer, I. Learning more and Teaching less. Guildford: Society for Research into Higher Education & NFER-Nelson. Atkins, M.J., Beattie, J. and Dockerell, W.B. (1993) Assessment Issues in Higher Education, Department of Employment. Banta, T. W., Lund, J. P., Black, K. E., & Oblander, F. W. (1996) Assessment in practice: Putting principles to work on college campuses. San Francisco: Jossey-Bass. Cox, R. (1967) Resistance to Change in Examining, Universities Quarterly, 21, pp. 352– 358. Dichtl J. (2003) Teaching Integrity The History Teacher 36: 3, 367-373 Society for History Education Dressel, P. (1983) "Grades: One more tilt at the windmill." in A.W. Chickering (Ed.), Bulletin. Memphis: Memphis State U. Center for the Study of Higher Education. Race, P. (2001) The Lecturer's Toolkit. (2nd ed) London: Kogan Page Ramsden, P. (1992) Learning to Teach in Higher Education. London: Routledge. Sutherland-Smith W. (2005) Pandoras box: academic perceptions of student plagiarism in writing. Journal of English for Academic Purposes 4 (2005) 83–95 UoB (2003) Statement on Academic Integrity. Academic Standards and Support Unit University of Bradford http://www.brad.ac.uk/admin/acsec/assu/statement_on_academic_integrity.htm accessed 20/1/10 http://www.brad.ac.uk/admin/acsec/assu/statement_on_academic_integrity.htm 14


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