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QualiAss: Supporting high-quality Assessment in Higher Education Tobias Jenert, Christoph Meier AAA/Switch Info-Day  Bern  2010-01-13.

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Presentation on theme: "QualiAss: Supporting high-quality Assessment in Higher Education Tobias Jenert, Christoph Meier AAA/Switch Info-Day  Bern  2010-01-13."— Presentation transcript:

1 QualiAss: Supporting high-quality Assessment in Higher Education Tobias Jenert, Christoph Meier AAA/Switch Info-Day  Bern 

2 Assessment: An important field of action for faculty development Assessment strategies … create a learning culture. (Shepard, 2000, S. 13) If something is not assessed in higher education then it isn't learned. (Reeves, 2006, S. 299) Assessment matters in higher Education. (Brown & Glasner, 1999)  Assessment strongly influences students' learning behaviour.  Assessment quality is a prerequisite for the quality of learning in HE.

3 Assessment: An important field of action for faculty development Assessment strategies … create a learning culture. (Shepard, 2000, S. 13) If something is not assessed in higher education then it isn't learned. (Reeves, 2006, S. 299) Assessment matters in higher Education. (Brown & Glasner, 1999)  Assessment strongly influences students' learning behavior.  Assessment quality is a prerequisite for the quality of learning in HE. How can we provide teachers in HE with the necessary skills for high-quality assessment?

4 Supporting quality assessment: Approaches at St. Gallen university Brochure "Assessing fair" (Fair prüfen) +Comprehensive information, manuals & checklists  Little impact in everyday teaching practice Courses & Counselling, Centre for Faculty Development +Development of teaching skills, personal contact  Limited scope "Faculty Web": Administrative formalities +Comprehensive, available online  Lack of didactic dimension Information Develompent of teaching skills Manual guideline Supporting the actual design of assessments ? Basic idea: Performance support +Avoiding formal errors by automating calculations, formatting etc. +Triggering reflections about didactic aspects of assessment ?Acceptance with teachers

5 E-Tool for supporting the design of Quality Assessment: Main ideas Creating a performance support-tool that would… support the actual process of crafting written assessments, offer guidance and information wherever they fit within the design process  immediacy of support. help avoiding formal errors  practical added value for teachers. triggers reflection about the didactic quality of assessments  skills development  "Blueprint" of an assessment helps avoiding formal errors, triggers reflection about didactic quality and offers information "on demand".

6 QualiAss1: Conceptual work

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9 Risks and Challenges Teachers "I don't have any problems with designing assessments, but sure, some of my colleagues have!" "Not another tool!"  Lack of acceptance/impact on teaching practice. Faculty developers "Designing assessments is not a technocratic act!" "Why should teachers use such a tool?"  Scepticism about the added value of a tool. IT "We can build it but it will require time and money!" "Have you thought about data security?"  Resource-intensity/cost of the project. Lesson learned for QualiAss2: Be sensitive about risk management!  extensive testing with an MS Access-based demonstrator  testing involves of teachers and faculty developers  reviews and cutoff-point for minimizing risks

10 Phase 2: Development plan & Milestones Mile- stone DescriptionScheduled 1Functioning demonstrator based on MS Access is available Internal testing at FHNW, ETHZ & HSG  First revision Revised demonstrator is available for further testing Testing with HE teachers - Individual tests with teachers at FHNW & HSG - Teacher workshop at ETHZ Review with partners and Switch: Go/no-go decision for further advancement CUTOFF POINT: Demonstrator will be used for faculty development courses if not developed further 6Concept for the implementation of on online tool Proposal for phase 3Fall 2010

11 Feel free to contact us any time for further information Tobias Jenert Dr. Christoph Meier


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