- Assessment drives student learning.
- Assessment is the making of judgements about how students’ work meets appropriate standards (Boud et al., 2010).
- Students typically describe all aspects of their study as dominated by the perceived demands of assessment.
- Assessment captures & focuses learners’ time & attention, allowing you to direct and shape their learning experience.
The importance
of assessments
Assessment design Process
Phase 1:Research
- Conduct a background research
- Review theory
- Review the principles
- Review guidelines & policy
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Phase 2:Decision making
- Select an appropriate assessment method
- Select an appropriate assessment model
- Develop assessment criteria
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Phase 3: Apply P1 &2
Phase 4: Evaluation
Develop:
- Assessment tasks
- Criteria
- Rubric
- Assessment instructions
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- Seek feedback
- Identify the gaps
- Evaluate
- Amend
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Program &
course review
Constructive alignment
- Program learning outcomes
- Unit learning outcomes
- Weekly learning outcomes
- unit content
- Weekly tasks
- Identify the gaps
- Students’ demographic info
- EmployABILITY skills
Phase 1:
Background research
Conduct
need-analysis
Industry &
sector research data
Define milestones
Benchmarking
Industry & cross-team collaboration
•Marketing
•Product
•Students’ success advisors
•Students' enrollment
•LMS data analytics
Policy
•Assessment policies
•Accessibility policies
Benchmarking
•Students’ feedback
•Examples of best practice
•Success stories
•Failure stories
Stakeholder management
•Mission, vision, and goal
Learning theories
& models
Evaluation & validation toolkit
1.Constructivism
2.Constructive alignments (John Biggs)
3.The 3P model of learning (Michael Prosser)
4.Students’ approaches to learning
5.Self-regulated learning
6.Situated learning
7.COI
8.Blooms taxonomy
Phase 2:
Decision making
Select
assessment standards
Nine principles of effective assessments
Constructive
alignment
Sustainable
Practical
Industry relevance
Authentic
Feedback focused
Continuous
Motivating
Integrity
Equitable
Define Conceptual
framework
Students’
cohort
Phase 1 results
Context
Course
content
Purpose
Learning
Outcomes
Outcomes-based
design
Phase 3:
Apply phase 1 & 2
- Begin with the end in mind.
- Outcomes-based design is simply the practice of looking at the demonstrable learning outcomes first.
- We then work backwards from these learning outcomes to design assessments, activities & resources
- Our goal is to create outcomes-driven courses that maximise student engagement & enduring student learning by focusing transparently on developing practical knowledge & skills.
- Can we establish some program-wide consistency of sequencing/timing and methods of assessment?
- How do we design opportunities for industry engagement?
- What are the specific technology requirements for each course and how do these impact assessment?
- How do we effectively manage group work and group assessment for the capstone projects in the accelerated online model?
Assessment
design framework
Standards of effective assessment design
Assessments
An outcomes-based
design approach
Phase 1,2 &3
Choose
the method
Different methods
Formative assessments
Select assessment
models
Assessment Sample
Pitch development
(20%)
- Review the provided case or present your own case.
- Propose three educational technologies to enhance students' learning.
- Support your pitch by providing underlying pedagogies and theories of learning.
Assessment
1
Process development (40%)
Develop a process for implementation, including:
- strategic plan
- risk management
- change management
- project management
- stakeholder management
- budgeting
Assessment
2
Implementation &
video presentation (50%)
- A video pitch presentation based on feedback on AT 1& 2
- storytelling the solution
- responding to expected objections
Requirements:
•10-minute recorded video presentation
•5 minutes for talking through your 10-15 PPT slide deck and 5 minutes to outline responses to expected objections from your manager .
Assessment
3
A template for assessment brief
Overview
- Details (Title, method, task type, length/time, weight, due date)
- Clear statement of purpose
- Alignment to learning outcomes
- Links to professional requirements/accreditation
Instructions
- Background/context
- Assessment criteria
- Marking rubric
- Step-by-step instructions, including:
- Referencing
- Format, file types, etc.
- Submission guidelines
- Templates
- Exemplars
Feedback
- Explanation of feedback mechanisms/processes
- Expectations re: timing and turnaround of feedback
- Instructions for giving feedback (peer review only)
Support
- Academic skills support
- Academic integrity
- Q&A and chat sessions, etc.
- Marking guide for facilitators.
References
Biggs, J. (2002) Aligning the Curriculum to Promote Good Learning. LTSN Generic Centre.
https://www.advance-he.ac.uk/knowledge-hub/aligning-teaching-and-assessment-curriculum objectives
Boud, D. and Associates (2010). Assessment 2020: Seven propositions for assessment reform in higher education. Australian Learning and Teaching Council. www.assessmentfutures.com
Crisp, G. (2011) e-Assessment Handbook for Teachers. OLT, Australian Govt.
https://transformingassessment.com/sites/default/files/files/Handbook_for_teachers.pdf
Gulikers, J., Bastiaens, T., & Kirschner, P. (2004) A five-dimensional framework for authentic assessment. Educational Technology Research and Development, 52:3, 67–85.
Henderson, M., Ryan, T. & Phillips, M. (2019): The challenges of feedback in higher education, Assessment & Evaluation in Higher Education, DOI: 10.1080/02602938.2019.1599815
Naylor, R., Baik, C., Asmar, C. and Watty, K. (2014) Good Feedback Practices: Prompts and guidelines for reviewing and enhancing feedback for students. Centre for the Study of Higher Education The University of Melbourne