Assessment Issues & Strategies
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This document summarizes a presentation on assessment issues and strategies given at Hong Kong Shue Yan University. It discusses learning-oriented assessment and good assessment designs, focusing on aligning assessments with learning objectives, spreading student effort over time, and using authentic tasks. Examples from history and law courses are provided. Challenges with assessment include competing priorities, workload, and lack of teacher autonomy. Effective communication and a commitment from teachers to overcome barriers can help address these challenges and move towards more learning-oriented assessment.
![Tort Law Assessment
Reflective Media Diary (20%)
1st
sem test (20%)
Final Exam (60%)
[or 40% + 20% research essay]
The University of Hong Kong](https://image.slidesharecdn.com/assessmentissuesstrategies-180323112107/85/Assessment-Issues-Strategies-17-320.jpg)
Assessment Issues & Strategies
- 1. Assessment Issues & Strategies David Carless University of Hong Kong Presentation at Hong Kong Shue Yan University, March 26, 2018 The University of Hong Kong
- 2. Overview 1. Learning-oriented assessment 2. Good assessment designs 3. Barriers & challenges 4. Conclusions & implications The University of Hong Kong
- 3. What comes to mind when you think of “assessment”? The University of Hong Kong
- 4. Competing assessment functions The University of Hong Kong
- 5. Learning-oriented assessment To alleviate competing priorities The University of Hong Kong circumnavigate formative/summative divides and
- 6. A focus on student learning By prioritizing student learning as a key aim of all assessment The University of Hong Kong
- 7. The University of Hong Kong Productive assessment task design Development of student self- evaluative capacities Student engagement with feedback Learning-oriented assessment framework (Carless, 2015)
- 9. The University of Hong Kong HISTORY EXAMPLE
- 10. History Assessment Fieldwork report (30%): Museum visit Individual project (40%): draft 10%, final 30% Participation (30%): tutorial participation 15% short weekly written responses 15% (cf. Carless & Zhou, 2015) The University of Hong Kong
- 11. Museum report 1000 words or podcast Issues: key messages; use of space; coverage and omissions The University of Hong Kong
- 12. Sample Project Walking tour of sites of Hong Kong identity The University of Hong Kong
- 13. Project stages • Topic brief • Draft (10%) • Final version (30%) The University of Hong Kong
- 14. Use of Social Media Students could upload drafts of work in progress & receive peer feedback The University of Hong Kong
- 15. The University of Hong Kong LAW EXAMPLE
- 16. Tort Law • Core 1st year course: 180+ students The University of Hong Kong
- 17. Tort Law Assessment Reflective Media Diary (20%) 1st sem test (20%) Final Exam (60%) [or 40% + 20% research essay] The University of Hong Kong
- 18. Reflective Media Diary (RMD) • Identify tort-related events; track developments; provide legal analysis; • Portfolio-style: collecting, selecting & editing material over time. The University of Hong Kong
- 19. RMD features Steady student engagement Promotes reading habits Incomplete, authentic problems Workload friendly for teachers The University of Hong Kong
- 20. Use of exemplars Sharing of samples to illustrate expectations The University of Hong Kong
- 21. Same-day exam feedback Discussion immediately after exam The University of Hong Kong
- 22. Exam debriefing Supplemented by online discussion Novel angles added to marking scheme The University of Hong Kong
- 23. TASK DESIGN PRINCIPLES The University of Hong Kong
- 24. (1) Integrated with instruction and ILOs The University of Hong Kong Constructive alignment
- 25. (2) Spreads student effort The University of Hong Kong
- 26. (3) Mirrors real-life uses of the discipline The University of Hong Kong
- 27. (4) Integrated and coherent The University of Hong Kong
- 28. (5) Incorporates feedback dialogues The University of Hong Kong
- 29. (6) Supports students in appreciating quality The University of Hong Kong
- 30. (7) Flexibility & choice The University of Hong Kong
- 31. (8) Encourages deep approaches to learning The University of Hong Kong
- 32. Summary of principles 1. Alignment 2. Spreading effort 3. Authenticity 4. Integrated/coherent 5. Feedback designs 6. Developing student connoisseurship 7. Flexibility or choice 8. Deep approaches to learning The University of Hong Kong
- 33. Issues & Challenges The University of Hong Kong
- 34. Double duty (Boud, 2000) Competing priorities in assessment Reliability, Fairness, Workload, QA etc The University of Hong Kong
- 35. Marking & Grading End of semester grading involves: -Awarding a grade -Justifying the grade -Providing specific comments -Providing generic comments -Reciprocity The University of Hong Kong
- 36. Staff frustrations • Heavy marking load • Students don’t collect feedback • Students mainly interested in the grade • Students lack motivation to act ….. The University of Hong Kong
- 37. Student frustrations Feedback often seems like a perversely belated revelation of things that should have been made clear earlier (Crook, Gross & Dymott, 2006) The University of Hong Kong
- 38. Suggested shifts in priorities The University of Hong Kong Increase Decrease In-class dialogic feedback within module time Unidirectional comments after completion of module Written feedback comments on first assessment task of module Written feedback comments on final task of module Feedback for first year students Feedback for final year students
- 39. Trust or distrust? Distrust as barrier for assessment change (Carless, 2009) The University of Hong Kong
- 40. Teacher autonomy? Many teachers lack autonomy: pulled in different directions by competing priorities (James, 2014) The University of Hong Kong
- 41. CONCLUSION The University of Hong Kong
- 42. Communication about assessment Rationales The University of Hong Kong Potential benefits Processes Tackling challenges
- 43. Teacher X factor Teacher determination to overcome barriers & strive for learning-oriented assessment The University of Hong Kong
- 44. References Boud, D. (2000). Sustainable assessment: Rethinking assessment for the learning society. Studies in Continuing Education, 22(2), 151-167. Carless, D. (2009). Trust, distrust and their impact on assessment reform. Assessment and Evaluation in Higher Education, 34(1), 79-89. Carless, D. (2015). Exploring learning-oriented assessment processes. Higher Education, 69(6), 963-976. Carless, D. & J. Zhou (2015). Starting small in assessment change: Short in- class written responses. Assessment and Evaluation in Higher Education, 41(7), 1114-1127 Crook, C., Gross, H. & Dymott, R. (2006). Assessment relationships in higher education: The tension of process and practice. British Educational Research Journal, 32(1), 95-114. James, D. (2014). Investigating the curriculum through assessment practice in higher education: The value of a ‘learning cultures’ approach. Higher Education, 67(2), 155-169. The University of Hong Kong
- 45. THANK YOU The University of Hong Kong