caa 2013: closing address dr erica morris - academic lead (assessment and feedback)
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CAA 2013: Closing address
Dr Erica Morris - Academic Lead (Assessment and Feedback)
• CAA Conference themes
• Emerging threads• Re-visiting
frameworks for assessment practice
• Assessment for learning
• Summarising issues2
Themes and threads
• Evaluation– Costs and benefits, student views, comparison of
systems
• Reporting– Strategies for effective use, innovation in results
handing
• Innovation– Question types, use of technology to underpin
innovation, collaborative assessment
• Assessing skills and enhancing student learning– Higher order skills, pedagogical issues in question
design, effective feedback
• Strategic developments– Department or institutional wide initiatives,
staffing issues
3
CAA Conference 2013: themes
• Ensuring student engagement
• Devising richer assessments: forms and design
• Unpacking feedback• Extending staff learning
and development
4
Emerging threads
Re-visiting frameworks and principles
5
Author, date Origins Approach, toolsBoud and Associates (2010)
Experts in assessment research and academic development, and senior managers.
A proposal for reform, providing seven propositions with three underlying principles.
Gibbs and Simpson (2004-05)
A review of theory, empirical evidence and practical experience on assessment and student learning.
A set of ‘conditions under which assessment supports learning’.
Nicol (n.d) Adaptation of Gibbs and Simpson (2004), and Nicol and Macfarlane-Dick (2006), giving principles that informed the work on the Reengineering Assessment Practices (REAP) project.
Eleven principles of good assessment design – can be used to guide the design of assessment and feedback in higher and further education.
Assessment for learning
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Students developin
g as learners
Informal feedback
Formal feedback
Practice, rehearsal
Formative and
summative
Authentic assessmen
t
Adapted from Sambell, McDowell and Montgomery (2012, p5)
• Holistic model, an overall approach– Authentic assessment – engaging and meaningful tasks– Students developing as learners – effective attributes
and skills to self-assess and evaluate their own learning– Informal feedback – encouraged, used throughout a
programme (e.g. in-class group discussions, peer-review)
– Formal feedback – range of forms of feedback, used at a number of stages
– Practice, rehearsal – opportunities to learn and practice (e.g. using linked assignments)
– Formative and summative – providing an appropriate mix of these two key types of assessments
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Assessment for learning: principles
Sambell, McDowell and Montgomery (2012)
• Developing rationales for technology-enhanced assessment– Questioning about ‘underpinning
theory’
• A broader conception of effective feedback– Considering process in learning– Design and delivery (e.g. audio
feedback)– Implications of e-marking on practice
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Summarising issues
• Staff development, innovation and wider change
‘Imaginative use of digital technologies could be transformational for teaching and learning … The problem is that transformation is more about the human and organisational aspects of teaching and learning than it is about the use of technology’ (Laurillard, 2007, pxvii)
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Summarising issues
Boud, D. and Associates (2010). Assessment 2020: Seven propositions for assessment reform in higher education. Sydney: Australian Learning and Teaching Council.Gibbs, G. and Simpson, C. (2004-5) Conditions Under Which Assessment Supports Students’ Learning. Learning and Teaching in Higher Education, 1, 3-29. Laurillard, D. (2007) Foreward. In H. Beetham and R. Sharpe (Eds), Rethinking Pedagogy for a Digital Age. Designing and delivering e-learning. Abingdon, Oxon: Routledge.Nicol, D. (n.d) Assessment and feedback principles. http://www.reap.ac.uk/Portals/101/Documents/Theory%20and%20Practice/REAP%20principles.pdfNicol, D. (n.d) Assessment principles: some possible candidates. http://www.reap.ac.uk/reap/resourcesPrinciples.html Sambell, K., McDowell, L. and Montgomery, C. (2013) Assessment for Learning in Higher Education. Abingdon, Oxon: Routledge.The Higher Education Academy (2012) A Marked Improvement: Transforming assessment in higher education. Available from: http://www.heacademy.ac.uk/assessment
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References and resources
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