Students' responses to learning oriented assessment
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The document summarizes research on students' perceptions of learning-oriented assessment at the University of Hong Kong. Interviews with 54 students across various disciplines found that students preferred assessment tasks that offered flexibility and choice, mirrored real-world applications, and used a variety of assessment modes like projects over exams. Students also wanted clearer criteria and rubrics, as well as more exemplars to understand quality. While students found feedback helpful, they noted issues with timeliness and applicability across courses. The document concludes that student engagement with tasks, criteria, and feedback is central to implementing effective learning-oriented assessment.
Students' responses to learning oriented assessment
- 1. David Carless, AHE, Birmingham June 25, 2015 The University of Hong Kong Students’ responses to learning-oriented assessment
- 2. OVERVIEW 1. Learning-oriented assessment 2. Research base 3. Students’ perceptions 4. Ongoing research agenda The University of Hong Kong
- 3. LEARNING-ORIENTED ASSESSMENT To tackle competing priorities The University of Hong Kong circumnavigate formative/summative divides and
- 4. A FOCUS ON STUDENT LEARNING By prioritizing student learning as a key aim of all assessment The University of Hong Kong
- 5. The University of Hong Kong Learning-oriented assessment framework Productive assessment task design Student engagement with feedback Understanding quality in the discipline
- 6. RESEARCH BASE 90 individual interviews with 54 students in various disciplines Architecture, Business, Geology, History, Law The University of Hong Kong
- 8. ASSESSMENT TASK FEATURES The University of Hong Kong
- 9. FLEXIBILITY & CHOICE Flexibility, choice and personal investment so that students develop ownership The University of Hong Kong
- 10. MIRRORING REAL-LIFE Tasks which mirror real-life uses of the discipline The University of Hong Kong Museum visit in History Designing a village house in Architecture
- 11. MODES OF ASSESSMENT The University of Hong Kong
- 12. EXAMINATIONS A fair test but a modest learning experience The University of Hong Kong
- 13. GROUP PROJECTS Process versus product The University of Hong Kong Influence of ‘intensity of grade-related desire’ (Carless, 2015)
- 14. OTHER TASK-RELATED ISSUES Variety in assessment One big task or several smaller tasks The University of Hong Kong
- 15. UNDERSTANDING THE NATURE OF QUALITY The University of Hong Kong
- 16. CRITERIA & RUBRICS “Lists of criteria are all the same” “Vague … hard to understand” The University of Hong Kong
- 17. EXEMPLARS Exemplars are more concrete The University of Hong Kong More teachers should share exemplars
- 18. ENGAGEMENT WITH FEEDBACK The University of Hong Kong
- 19. FEEDBACK ISSUES Timeliness & potential to be acted upon Not easy to transfer to other modules The University of Hong Kong
- 20. UNUSUAL COMMENT ON FEEDBACK “My first semester grade is available but I have decided not to look at it. The process is the most important feedback, a grade is less helpful … I am looking for what I believe is right” (Architecture student) The University of Hong Kong
- 21. CONCLUSION The University of Hong Kong
- 22. SUMMARY POINT Student response to: TASKS; CRITERIA; FEEDBACK central to implementing learning-oriented assessment The University of Hong Kong
- 23. ONGOING RESEARCH AGENDA 1. Dialogic use of exemplars 2. Longitudinal study of how students process & use feedback 3. Assessment & feedback literacy for teachers and students The University of Hong Kong
- 24. The University of Hong Kong