1. Assessment as Learning
Kathie Ardzejewska (PhD)
Manager Learning and Teaching Office
Oncology Network: Retired on 14 March, 2016 from

2. Pre-service teachers The challenge & considerations
Authentic
Retrieved from Reconciliation Australia on 14 March fromhttp:// australia-day/reconciliation/
Meeting the Graduate Teacher Standards
Often challenge to real world view
Lots of information
Not coming to tutorials prepared
Keeping them engaged when they want to go
Variation in tasks to prevent ‘cheating’

3. The evidence from the literature - constructivist assessment
Provide students with opportunities to evaluate work as strategic part of teaching design (Sadler, 2010)
Students developing explicit & tacit knowledge so they can recognise & judge quality & explain judgements
Assessment literacies (The Higher Education Academy, 2012)
A tool of inquiry; learning & assessment are intertwined (Ahn & Class, 2011)
Students generated exam in small-group collaboration

4. Active participants in the construction of their knowledge
What the students said
This exercise equipped me to undertake the mid-term much more thoroughly, knowing the exam questions in advance became moot; I know the material so much more deeply through the exercise and with new perspectives

5. The Task and the Criteria
Design questions:
that demonstrate ability to apply the information
applying the SOLO taxonomy
that are structurally sound
Select an appropriate stimulus that demonstrates content knowledge & also assist students to activate their knowledge
Reflect on the purpose of the questions
Provide & seek feedback (in order to be eligible to pass)
Feedback is provided through the LMS

6. SOLO - Structure of Observed Learning Outcome (Biggs& Collis, 1982)

7. What the students said
The questions allowed me to synthesis (sic) the content & present the knowledge I obtained. The creative concept created a feeling of autonomy/freedom which made the reading enjoyable
Improve & enhanced my formatting of questions in future experiences
I found that it helped me grasp a better understanding of the content because I had to look at it in a different way to form questions

8. References
Ahn, R., & Class, M. (2011). Student-Centered Pedagogy: co- construction of knowledge through student-generated midterm exams, International Journal of Teaching and Learning in Higher Education, 23(2),
Biggs, J. B. & Collis, K. (1982). Evaluating the Quality of Learning: the SOLO taxonomy. New York: Academic Press.
Earl, L. (2003). Assessment as Learning: Using Classroom Assessment to Maximise Student Learning. Thousand Oaks: Corwin Press.
Sadler, D.R. (2010). ‘Beyond feedback: developing student capability in complex appraisal’, Assessment & Evaluation in Higher Education, 35(5),
Taras, M. (2010). ‘Using Assessment for Learning and Learning from Assessment’, Assessment & Evaluation in Higher Education, 27(6),
The Higher Education Academy. (2012). A marked improvement: Transforming assessment in higher education. York: Author.