Assessment for Learning Bradford College PCET Assessment 1 21/04/2019 Assessment for Learning Week 1 Purpose and Types of Assessment KES Certificate HE

What is the point of Assessment?

Should we get rid of all assessment?

Assessment What? When? Bad experiences Processes Types Purposes Use pictures rather than words wherever possible!

Bradford College PCET Assessment 1 21/04/2019 What is assessment? Assessment is a generic term for a set of processes that measure the outcomes of students’ learning, in terms of knowledge acquired, understanding developed, and skills gained. QAA Code of practice for the assurance of academic quality and standards in higher education 2000 KES Certificate HE

Assessment Methods In pairs….. Bradford College PCET Assessment 1 21/04/2019 Assessment Methods In pairs….. What methods are there? Cluster them as you see fit Extensions: Discuss How do you choose the methods? What methods would you like to use or develop more? Brainstorm in groups – mind map design so can overlay with categories, strengths and weaknesses, Brainstorm on the board the range of assessments possible. How can these be delivered categorised? – formal, informal, oral, written, open questions, closed, traditional, non-traditional Put onto flipchart in groups and so as a mind map – to consider adva and disad of each method Whilst doing this send round a grid to record the assessment they use at the moment Think about Bloom here – are you testing knowledge, psychomotor skills or affective KES Certificate HE

Feedback from the Task Methods? “Assessment procedures to gauge student learning should be as varied as the teaching strategies used to teach them.” Read more at Suite101: What is Assessment: Assessing Student Learning http://www.suite101.com/content/what-is-assessment-a149777#ixzz11Tz9E04h

‘Assessment measures the depth and breadth of learning’ Geoff Petty ‘Assessment “reaches back” into the rest of teaching: in particular, poorly designed formal assessment regimes can severely hinder student learning and distort the process and subject matter.’ James Atherton

Categories or Types of Assessment Initial Diagnostic Formative Summative Task: Review your list of methods which activities fall under these categories

Initial and Diagnostic Initial assessment can screen students, identify support needs or simply benchmark a learner’s skills, knowledge and understanding at the start of a programme. Diagnostics should take this on into the programme giving further insight into skills, knowledge and understanding throughout the programme.

Clay Diagnostic As a small group come up with as many questions as you can, drawing on your specialism, that you can use as a diagnostic at the start of a session. An example?

Assessment for Learning Watch the video…. Assessment for Learning - Research Evidence Plenary.. What effect does assessment have on learners? What elements in the video do you think are important for your teaching?

Bradford College PCET Assessment 1 21/04/2019 Formative assessment Is designed to provide learners with feedback on progress and informs development, but does not necessarily contribute to the overall assessment KES Certificate HE

Formative assessment Involves Sharing learning goals and standards with students Feedback that helps pupils to identify how to improve Reviewing and reflecting together Self-assessment Increasing motivation and self-esteem, crucial for effective learning and progress, by effective assessment techniques. Adapted from: Assessment for Learning Strategy Download

Bradford College PCET Assessment 1 21/04/2019 Summative assessment provides a measure of achievement in respect of a learner’s performance in relation to the intended learning outcomes of the programme of study One boy's experience KES Certificate HE

Bradford College PCET Assessment 1 21/04/2019 Summative - types Norm-referenced e.g. selection tests and, in part, A-levels Compares students with each other and rewards the best Criterion-referenced e.g. driving test Measures what a student can do, awarding a pass if they can do it and a fail if they cannot Competence based eg NVQs Measures performance against criteria Norm referenced - Marks all candidates on a comparative scale-compares their performance with others in the group. external exams – aim is to maintain standards Assumes performances in any year fit a normal distribution curve - small % pass and get As and most get between 40 and 60%. Adjusts raw results to fit the normal distribution curve: creates a quote of results in each grade. Result may depend on how able/weak’ their cohort is. Assumes a conformity of ability in successive cohorts. Criterion referenced – mastery learning – master one topic before moving on to the next. Criteria – objectives and competences - Measures what each candidate can do All those who can performance at required level(s) achieve a Pass or the appropriate grade so all candidates could achieve ‘A’ grades No quotas in grades or limit on numbers who may pass. ie Driving Test Norm–reference and criterion reference assessment can be mixed. ie Norm reference structures set grade boundaries and criterion reference standards set the grade requirement. See CPD handbook and PCET unit Competence based - work-based skills: analysis of skills needed to performance in an occupational area. (NVQs) Elements of Competence’ used to create units that fit together to form an Award - candidates must demonstrate competence in all the required elements Can be retaken until competence achieved Usually Pass/Fail: no ‘grades’ of competence and focus on behavioural skills What method do you use? Is it appropriate? Is it the best / only way? KES Certificate HE

Models of assessment Classical model Exams and unseen tests Liberal model Continuous assessment and perhaps student devised assessment Objectives model Performance activity with pass/fail outcomes

Bradford College PCET Assessment 1 21/04/2019 So… Why do we assess? Task Look at the quotes given and devise a statement which summarises your view of the purpose of assessment KES Certificate HE

Race (2001) The lecturer’s toolkit Bradford College PCET Assessment 1 21/04/2019 Race (2001) The lecturer’s toolkit To diagnose faults and support progression To give us feedback on how our learners are progressing and how our teaching is going To guide improvement and motivate students To provide statistics for the course, or for the institution To enable grading, exam classifications and final degree classifications To add variety to students’ learning experience, and add direction to our teaching KES Certificate HE

Issues- In small groups Bradford College PCET Assessment 1 21/04/2019 Issues- In small groups How can assessment distort teaching & learning? How far do we assess only what we can grade - especially ‘numerically’? Does assessment act as a gate-keeping mechanism to exclude rather than include? Why are there tensions between ‘unseen exam/tests’ and coursework? Big Debate - Assessment and Testing - With Dylan Wiliam To ponder for homework and to feedback following week OR to take one point for each group and create an acetate with 5 points to answer this question KES Certificate HE