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Assessment Fora

Assessment Fora. Assessment Code of Practice Grade Descriptors Aligning the Curriculum Multiple Choice Questions Technology Enhanced Learning. Department of Higher Education in conjunction with the DVC for Academic Affairs 4 th – 12 th February 2014. Assessment Code Of Practice.

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Assessment Fora

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  1. AssessmentFora Assessment Code of Practice Grade Descriptors Aligning the Curriculum Multiple Choice Questions Technology Enhanced Learning Department of Higher Education in conjunction with the DVC for Academic Affairs 4th – 12th February 2014

  2. Assessment Code Of Practice

  3. Assessment Code of Practice • Purposes of the Code: • to ensure integrity, fairness and rigour in the application of academic judgement to the assessment of students’ work; • and in the associated administrative processes • Principles: • assessment strategy for programmes • alignment with learning outcomes at programme and module level and linked with grade descriptors • assessment is proportionate - not under or over assessed • feedback to students – helpful in feeding forward • quality control (valid processes in plan) / quality assurance (mechanisms to check these) • learning support

  4. Assessment Code of Practice • Purpose of assessment: • design • relevance to learning outcomes differentiated by level where there is an integrated Masters (e.g. BEng / MEng) • feedback • Definitions: • formative assessment – all modules, particularly with a single Unit of Assessment, need to include an opportunity for feedback • summative assessment • coursework • examination • Validity of assessment methods: • important link to learning outcomes • aligned with grade descriptors • CPD for staff

  5. GradeDescriptors • University of Surrey Grade Descriptors: Undergraduate Programmes: • https://www.surrey.ac.uk/learningandteaching/strategy/University_of_Surrey_Grade_Descriptors.pdf • University of Surrey Grade Descriptors: Postgraduate Programmes: • http://www.surrey.ac.uk/fhms/learningandteaching/imagesandfiles/PG%20Grade%20Descriptors%202012.pdf • University Grade Descriptors (GDs) – A Short Guide: • http://www.surrey.ac.uk/learningandteaching/strategy/University_Grade_Descriptors-Short_Guide.pdf

  6. Aligning the Curriculum

  7. Constructive Alignment (Biggs, 1999) Generic Level Descriptors: National Qualifications Framework Teaching and Learning Strategy Programme Aims and Learning Outcomes Module Aims and Learning Outcomes Assessment Methods Subject Level Descriptors: Subject Benchmarks Professional Standards Curriculum Content

  8. Learning Outcomes By the end of the module the student should be able to... • LO1: Explain the theory of key optical engineering concepts such as the formation of fibre optics, images and holograms. • LO2: Apply transform techniques to specific practical contexts such as optical filtering • LO3: Evaluate the use of optical innovations (e.g. fibre optics, images and holograms) in an everyday product such as digital scenography, medical imaging and mobile technology.

  9. Summative Assessment • 3 x individual lab reports • 1500 words (30%) • [LO1 & 2: Explain and Apply] • 1 x group-based PBL project report • 3000 words (40% individual mark; 30% group mark). • [LO1 & 3: Explain and Evaluate ]

  10. Formative Assessment Formative Assessment • i.e. not contributing to the final grade • Online MCQ prior to each lab (Surrey Learn)

  11. Multiple Choice Questions

  12. Advantages of MCQs • Facilitate coverage of the syllabus • Can be marked quickly • Can be delivered and marked electronically • Allow objective scoring (right / wrong) • Can allow a number of teachers to submit questions • Often recommended for formative assessment.

  13. Challenges of MCQs • Good questions are time-consuming to design • Can focus on recall of facts • Emphasise atomization of syllabus • Can encourage surface approaches to learning • May encourage superficial feedback to students • Can be answered by guesswork

  14. Relating MCQs to Bloom’s Taxonomy HIGH HIGH Level of difficulty in designing questions Level of learning LOW LOW

  15. Guesswork & MCQs • An inherent problem with MCQs is that students can guess. • Whilst some have argued for negative marking to discourage this, • we do not use negative marking at Surrey for the following reasons: • It is at odds with our credit framework based on learning outcomes(either achieved or not) • Places MCQ marking out of step with marking of other assessment methods • Does not fit with our university criteria (0-100%) • Encourages risk-averse behaviours amongst students • Creates marking anomalies that do not reflect learning achieved • 69 correct – 31 incorrect = 38% fail vs 40% correct + 60 no response = 40% pass • Can skew overall module results

  16. http://testing.byu.edu/info/handbooks/betteritems.pdf

  17. Technology Enhanced Learning

  18. Electronic Assessment Management (EAM) “Using technology to support the assessment lifecycle, from the electronic submission of assignments to marking and feedback” JISC http://www.jisc.ac.uk/guides/electronic-assessment-management

  19. Online submission Online marking

  20. Online submission Replacing paper-based submission with an online system: • Convenience, avoiding printing costs, time savings • Anxiety reduction - automatic proof of receipt • Confidence provided by improved privacy, safety and security • Electronic reminders and deadlines • Meeting expectations: this is normal practice in a digital age

  21. Online marking and feedback • MCQs – automation, summative, formative, diagnostic, analytics, troublesome knowledge. • Electronic marking - GradeMark - part of the Turnitinsuite of software and gives Tutors a digital system for grading and commenting on student work.

  22. Online marking and feedback • Inline comments • Highlighting tool • QuickMarks – predefined and user-defined marks for inline comments that can be dragged directly on the paper • Predefined and user-defined rubrics to evaluate student papers against qualitative or quantitative criteria • Voice Comments to create personalised audio feedback

  23. Online marking and feedback • Students: legibility of feedback and being able to access it quickly • Markers: • found Grademark fairly easy to access and use • liked being able to customise and re-use comments, add audio feedback, and see Originality reports whilst marking • some markers annotated scripts more fully, adding more detail and providing what they saw as higher quality comments “I think it’s great, there are certainly clear benefits for staff – it means that all of your marking is kept in one place. And the additional tools that they providemeans that we can really give good constructive feedback to the students.”

  24. Challenges

  25. Bespoke workshops: Online marking for staff • A hands-on experience of using Turnitin’sGrademark tool to mark assignments submitted online. • Provide annotated, general and rubric style feedback to students using Grademark • Identify the benefits and challenges of online marking using Grademark • Manage the release of feedback to students (optional) • So far this has been delivered to over 70 staff in Biosciences.

  26. Assessment Fora 2014 • Assessment Code of Practice; Grade Descriptors; Aligning the Curriculum; Multiple Choice Questions; Technology Enhanced Learning • What are the topics that you would like further information / training on? • Learning and Teaching Week (19th – 23rd May 2014) Are there any questions relating to what has been discussed? http://tinyurl.com/AssessmentFora

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