Presentation on theme: "Assessment right from the start using the glossary activity Dr Lisa Schmidt Centre for University Teaching."— Presentation transcript:
Assessment right from the start using the glossary activity Dr Lisa Schmidt Centre for University Teaching
Setting By Ariyajyoti (Own work) [CC-BY-SA-3.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons EDUC9902 Assessment & Evaluation in Higher Education 1hr face-to-face, 1 month apart, 2 day intensive, etc All students live in or near Adelaide How to get them warmed up and maximise the face- to-face time?
Assignment #1: The meaning of assessment part (a) This exercise will prepare you for the main 2-day workshop. Every field has its jargon and assessment is no different. You have been assigned some terms that appear in the assessment literature but what do they mean? By pooling the efforts of the class, you will compile a glossary of assessment terms. For your assigned terms, you need to provide definitions for them and to supply an academic source (peer-reviewed journal article or book) to support your definition. (n.b. please allow plenty of time for literature searching and reading.) The criterion for a pass is that you have completed the glossary entries for the terms assigned to you by the due date. Each glossary entry must contain the term, a 1-2 sentence definition which is consistent with (but not necessarily encompassing of) the academic literature on education, and a citation (with hyperlink if possible). By Namazu-tron (Self shot) [GFDL (http://www.gnu.org/copyleft/fdl.html) or CC-BY- SA-3.0-2.5-2.0-1.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons
Part (b) You will now have an opportunity to enrich the glossary by commenting on each other's entries. To pass this assignment, you must comment on at least two other entries in the glossary (n.b. there is a comment button on each glossary entry). The comments must enrich the glossary item e.g. by extending or fine-tuning the definition, adding to it, providing an extra citation, challenging it, contextualising it, etc. Norm-referencing often involves a pre-determined grade distribution to be generated and a students grades is influenced by the performance of others. It is not based on specified set criteria against which a judgement is made (i.e. criterion-referencing). So for this reason the distribution of grades is seen rather than a situation in which every student may receive a good grade or may fail (as is the case with criterion- based assessment). Knight, P. (2001). A Briefing on Key Concepts: Formative and summative, criterion and norm-referenced assessment. Learning and Teaching Support Network.
http://commons.wikimedia.org/wiki/File:Two-people-talking-logo.jpg http://commons.wikimedia.org/wiki/File:Social_Networking.png http://commons.wikimedia.org/wiki/File:Doctor_examines_patient.jpg Outcomes 42 definitions + references for the class to use in later assignments Diagnostic
By Stan Zurek (Own work) [GFDL (http://www.gnu.org/copyleft/fdl.html), CC-BY-SA-3.0 (http://creativecommons.org/licenses/by-sa/3.0/) or CC-BY-SA- 2.5-2.0-1.0 (http://creativecommons.org/licenses/by-sa/2.5-2.0- 1.0)], via Wikimedia Commons Fast for me, lots of time on task for them