1. EFFICIENT ASSESSMENTS: THE ASSESSMENT COMPARATOR- A TOOL TO CALCULATE EFFICIENCY Liz Gormley-Fleming & Dr. Fang Lou.

2. AIM OF THIS PRESENTATION Background information about the design of the calculator. To present the resource calculator with examples. To discuss how it may be used in deciding an assessment methodology.

3. BACKGROUND-ASSESSMENT PROJECT Improving the student experience of assessment and realising this by aligning assessment to the student population through use of various technologies.

4. BACKGROUND-ASSESSMENT PROJECT Assessment is important for learning Good assessment supports students’ learning Staff effort should be recognised Timely feedback is crucial Technology enhanced solutions can be beneficial

5. WHAT IS A RESOURCE CALUCLATOR? Microsoft Excel based tool. May be used for a range of assessment. Identifies the elements considered in the design of an assessment. Provides the academic with guide to make informed decisions.

6. THE PROCESSES OF DEVELOPING THE ASSESSMENT COMPARATOR Consideration of all the processes required in order to execute an assessment were considered. These were consistent across all assessment methodologies and include: lecturer preparatory stage student preparatory stage the assessing and feedback stage

7. Essential considerations in the design

8. Screen shots of resource calculator with some examples of different types of assessment Essay Objective testing Group work Exam OSCE

9. Essay resource calculator.

10. RESOURCE CALCUALTOR –OBJECTIVE TESTS

11. Comparison

12. GROUP WORK

13. ASSESSMENT COMPARATOR-GROUP WORK V’S OBJECTIVE TEST.

14. How to use the resource calculator. Not prescriptive. Resource variants and the implications of those variants on educational effectiveness. Informed decisions for educational efficiency consideration of an assessment methodology. Module design at curriculum development in conjunction with other tools. Consider what the various processes of an assessment are doing.

15. ASSESSMENT for LEARNING PRINCIPLES … Engages students with assessment criteria …Supports personalised learning …Focuses on student development …Ensures feedback leads to improvement …Stimulates dialogue …Considers staff and student effort The next phase

16. REFERNCES Fry, H., Ketteridge, S. & Marshall, S. (2009). A handbook for Teaching and Learning in Higher Education Enhancing Academic Practice. 3 rd edition. Routledge. London. Ramsden, P. (2003) Learning to Teach in Higher Education (2 nd edition) Routledge. London. Constructed-Response Test Questions: Why We Use Them; How We Score Them By Samuel A. Livingston http://www.ets.org/Media/Research/pdf/RD_Connections11.pdfhttp://www.ets.org/Media/Research/pdf/RD_Connections11.pdf Assessment for Learning Principles (2012) University of Hertfordshire. http://www.studynet2.herts.ac.uk/intranet/lti.nsf/0/9E0C70AE221C652180257AAF004 4E316/$FILE/UH%20Assessment%20Guidance%20for%20publication- %20Web%20Version-PDF.pdf Schuwirth, L.W.T., & van der Vleuten C.P.M. (2003) ABC of learning and teaching in medicine. British Medical Journal 326 (7390) 643-645.