assessments and assessment frameworks
TRANSCRIPT
Assessments and Assessment Frameworks
RobertWagenaarOverallCoordinator
2nd General Meeting CALOHEE ProjectPorto, 18 – 19 November 2016
Outline
1. Assessments in HE in Europa: Outcomes CALOHEE questionnaire
2. Generic Competences assessed3. Assessment Frameworks: the CALOHEE
model4. Assessment Frameworks: the practice
Slide 4
1. Assessments (1)
OutcomesQuestionnaireMODESOFASSESSMENT
Somegeneralobservations:
- CompletedbynearlyallInnerCirclemembers- CompletingprovedtobeachallengeduetoformatofSurveyMonkey:Original
designcouldnotbeapplied- PDFprintwasrequiredtocompletetheSurvey- Somemodesofassessmentmissing,suchas‘peerreviewing’/‘workplacement
andreport’,othersnotwellunderstood,like‘departmentalcourseexamination’(terminologyissue)
- Decouplingcyclesledtounclearness:‘dissertation’(MA)/‘Undergraduatethesis’(BA)
- Challenginglinkingmodesofassessmentto‘genericcompetences’
Slide 5
Assessments (2)
Slide 6
Assessments (3)
Slide 7
Assessments (4)
Somehighlights:
Slide 8
Assessments (5)
Q10:HEinstitutionsetrulesandregulationsforassessment,whichareoutlinedinapolicydocument
In90%ofthecasesmadepublic
Assessments (6)
Assessments (7)
Assessments (8)
Assessments (9)
Q18: Inoneormoreoftheunitsoftheprogramme(s)continuousevaluationorassessmentappliedaseitheraformative*orsummative**modeorbothisapplied:
Howtoreadtheseoutcomes?
Assessments (10)
Q19: Modesofassessmentusedinprogramme(s),makingadistinctionbetweenBAorMAorintegratedMA(answered86,skipped27):
Assessments (11)
Q19: Modesofassessmentusedinprogramme(s),makingadistinctionbetweenBAorMAorintegratedMA(answered86,skipped27):
Assessments (12)
(Q20)MostfrequentassessmentmethodsappliedinprogrammesforfirstyearBAandfirstyearIntegratedBA:
Essaywriting,OralExamination,WrittenExamination,Other(+widespreadofmodes)
(Q21)MostfrequentassessmentmethodsappliedinprogrammesfornextBAyearsandnexttwoyearsofintegratedMA:
Dissertation,Essaywriting,OralExamination,WrittenExamination,Other(+widespreadofmodes)
(Q22)MostfrequentassessmentmethodsappliedinprogrammesforMAandlastyearsofintegratedMA:
Dissertation,Essay,Longtermpaper,OralExamination,WrittenExamination(+widespreadofmodes)(Undergraduatethesis?)
2.Generic Competences assessed (1)
Q23-25: Modesofassessmentmostappropriatetoassessthefollowinggeneral/genericcompetences/transversalskills?AdistinctionismadeagainbetweenanBA,MAandanintegratedMAdegree.
Generic Competences assessed (2)
Q23-25: Modesofassessmentmostappropriatetoassessthefollowinggeneral/genericcompetences/transversalskills?AdistinctionismadeagainbetweenanBA,MAandanintegratedMAdegree.
3. Assessment Frameworks: the CALOHEE model (1)
SubjectAreabasedAssessmentFrameworksDiscussionPaperonthedesignofAssessmentFrameworksbasedonSectoralandSubjectAreaQualificationsFrameworks
1) Definition2) ApplicationofQualificationsFrameworksandso-called
dimensions,3) Multi-dimensionalparameters:Knowledge(theory,
methodology),Knowledgeandskillsapplication,employabilityandcivicrelatedcompetences
4) Structureoftheframework:topicsofassessmentandrelatedTLAs
Assessment Frameworks: the CALOHEE model (2)
Definition:
1. Table containingthelearningoutcomesordescriptorsdefinedaspartofaSubjectAreaQualificationsFrameworkandmoreprecisesubsetsofeachoneofthem.
2. Subsets,takentogether,describesinmoredetailthekeyelementsandtopicscoveredbyalearningoutcomestatement.
3. AssessmentFrameworkofferinsightinthemostappropriatestrategiesandapproachestoassessingtheconstituentelementsofeachlearningoutcome.
Assessment Frameworks: the CALOHEE model (3)
Assessment frameworks based on parameters/dimensions
Common body of knowledge, skills and wider competences
Employability
Assessment framework
Civic, social and cultural engagement
Knowledge: theory and
methodology
Application knowledge and skills
DIM
ENSIO
NS
PARAMETERS / CATEGORIESEQF:Knowledge Skills Competences
1
2
Assessment Frameworks: the CALOHEE model (4)
QualificationsFrameworksanddimensions:MergingofEQFforLLLandQFforEHEA:
EQF:FocusonapplicationofknowledgeandskillsinsocietyThreecolumns:related‘knowledgeframework’,a‘skillsframework’anda‘competencyframework’
QFfortheEHEA:FocusonlearningprocessitselfDescriptorscoverareasor‘dimensions’oflearning:1. knowledgeandunderstanding,2. applicationofknowledgeandunderstandinginrelationto
problemsolving,3. makingjudgments,4. communicatinginformation,conclusionsetc.,5. learningcapability.
Assessment Frameworks: the CALOHEE model (5)
BasicstructureoftheAssessmentFramework:
4. Assessment Frameworks: the practice (1)
Multi-dimensional
FOURTYPESofdegreeprogrammes:Partiallydifferentprogramme learningoutcomes
Mainsubdivisions: twotypes:- Researchintensiveorientation- Applied/professionalorientation
Withinsubdivisiontwosubtypes:dofurtherjusticetomissionandcharacterofinstitution/programme
AssessmentFrameworkwillindicateoptimumachievementlevel:highestlevelachievableandfeasibleforahighereducationdegreeprogramme
Assessment Frameworks: the practice (2)
Assessment Frameworks: the practice (3)
Assessment Frameworks: the practice (4)
Insummary:SubjectAreabasedAssessmentFrameworkfortheSubjectArea:
1. Coversfirstandsecondcycle(bachelorandmaster).2. Basedonthedimensions identified,itwill3. Contains‘knowledge descriptors’,‘skills descriptors’and‘wider
competences descriptors’4. Maindescriptorsunderpinnedbymoreprecisesub-descriptors5. Eachsub-descriptor formulatedasalearningoutcomecoversa
coreelementortopic6. For eachsub-descriptor orcombinationofsub-descriptors
learning,teachingandassessmentapproachesareidentifiedtoallowfortheachievementofthelearningoutcome(s)andbepresentedasexamplesofgoodpractice(What,Why,How).
Contact
v Robert Wagenaar: [email protected] CALOHEE [email protected]
CALOHEE website: https://www.calohee.eu
Thank You!
OutlineoftasksatSecondGeneralCALOHEEmeeting
RobertWagenaarOverallCoordinator
2nd General Meeting CALOHEE ProjectPorto, 18 – 19 November 2016
Twomaintasks:
v FinalizingupdatedSubjectAreaQualificationsFramework(+FinalizinggridSectoralFramework)
v InitialstepsinDeveloping SubjectAreabasedAssessmentFrameworks
(IncludingIdentifyingappropriatestrategiesandapproaches/methodologiesforstudent-centredLearning,TeachingandAssessment)
Outline of tasks
Conceptual Frameworks
Fine-tuningandendorsingfirstpartofSubjectAreabasedFramework/TuningReferencepointsfortheDesignandDeliveryofDegreeProgrammesin(nameofsubjectarea).Finalisingoffollowingitems:ØMappingofsubjectareaØMappingofoccupationsandoverviewofregulartasksperformedbygraduates
ØUpdatedlistofcompetences/(level)cycledescriptorsØTemplate(grid)forthesubjectareacompetences/learningoutcomesincludingdimensionsforBAandMA(firstandsecondcycle)
ØTemplate(grid)forthesectoralcompetences/learningoutcomesincludingdimensionsforBAandMA(firstandsecondcycle)
Mapping Learning, Teaching, Assessment
Mappingofassessmentmethodsandapproaches/alignmentwithappropriatelearningandassessmentstrategiesandapproaches
Identificationofthemostappropriatemodesoflearning/teachingandassessmentoftheacademicfield
Input: Questionnaire1:ModesofTeachingandLearningQuestionnaire2:ModesofAssessmentExperienceofmembersoftheSAG
ConstructionofSubjectareabasedAssessmentFrameworkforBAandMA(firstandsecondcycle)
DefiningdetailedlearningoutcomesforSubjectArea
Construction of Assessment Framework
Proposedapproach/workingmodel:
Ø InitialdiscussionatSAGlevelØConstitutepairsofsubjectareaspecialistØDivide‘Dimensions:Knowledge,Skills,WiderCompetencesoverpairs
ØPairsidentifytopicssub-descriptorsØPairsformulatesubdescriptorsinlearningoutcomestermsØ SAGbroaddiscussionaboutsub-descriptorspreparedbypairsofexperts
ØPairsidentifyappropriateTLAapproachesandmethodspersub-descriptorofcombinationsofsub-descriptors
ØPairsdescribeTLAapproachesandmethods:WHAT,WHY,HOWØ SAGbroadreflectiononidentifiedTLAmethodsandapproaches
Proposed approach
From Sub-descriptor to TLA
LinkingLearning,TeachingandAssessmenttosetsofbroken-downSubjectAreaCompetences/LearningOutcomes
Contact
v Robert Wagenaar: [email protected] CALOHEE [email protected]
CALOHEE website: https://www.calohee.eu
Thank You!