designing effective assessment
TRANSCRIPT
![Page 1: Designing effective assessment](https://reader035.vdocument.in/reader035/viewer/2022062401/58ecf00b1a28abbf2e8b45d1/html5/thumbnails/1.jpg)
Designing and implementing effective assessment
National University of Singapore September 28, 2015
David CarlessUniversity of Hong Kong
The University of Hong Kong
![Page 2: Designing effective assessment](https://reader035.vdocument.in/reader035/viewer/2022062401/58ecf00b1a28abbf2e8b45d1/html5/thumbnails/2.jpg)
Overview1. Two assessment designs2. Your views of good assessment design 3. Principles of assessment design 4. Challenges & Implications
The University of Hong Kong
![Page 3: Designing effective assessment](https://reader035.vdocument.in/reader035/viewer/2022062401/58ecf00b1a28abbf2e8b45d1/html5/thumbnails/3.jpg)
Competing assessment functions
• Judging student achievement • Satisfying accountability needs
• Stimulating productive student learning
The University of Hong Kong
![Page 4: Designing effective assessment](https://reader035.vdocument.in/reader035/viewer/2022062401/58ecf00b1a28abbf2e8b45d1/html5/thumbnails/4.jpg)
Research process The University of Hong Kong
![Page 5: Designing effective assessment](https://reader035.vdocument.in/reader035/viewer/2022062401/58ecf00b1a28abbf2e8b45d1/html5/thumbnails/5.jpg)
![Page 6: Designing effective assessment](https://reader035.vdocument.in/reader035/viewer/2022062401/58ecf00b1a28abbf2e8b45d1/html5/thumbnails/6.jpg)
The University of Hong Kong
HISTORY CASE STUDY
![Page 7: Designing effective assessment](https://reader035.vdocument.in/reader035/viewer/2022062401/58ecf00b1a28abbf2e8b45d1/html5/thumbnails/7.jpg)
Making History course• Foundation level, year 1, 110 students
The University of Hong Kong
![Page 8: Designing effective assessment](https://reader035.vdocument.in/reader035/viewer/2022062401/58ecf00b1a28abbf2e8b45d1/html5/thumbnails/8.jpg)
Making History LOsCritical engagement with representations of
past; interpret connections between past & present;
The University of Hong Kong
![Page 9: Designing effective assessment](https://reader035.vdocument.in/reader035/viewer/2022062401/58ecf00b1a28abbf2e8b45d1/html5/thumbnails/9.jpg)
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
![Page 10: Designing effective assessment](https://reader035.vdocument.in/reader035/viewer/2022062401/58ecf00b1a28abbf2e8b45d1/html5/thumbnails/10.jpg)
Museum report1000 words or podcast
Issues: key messages; use of space; coverage and omissions
The University of Hong Kong
![Page 11: Designing effective assessment](https://reader035.vdocument.in/reader035/viewer/2022062401/58ecf00b1a28abbf2e8b45d1/html5/thumbnails/11.jpg)
Sample Project (1) Relationship between film & history
The University of Hong Kong
![Page 12: Designing effective assessment](https://reader035.vdocument.in/reader035/viewer/2022062401/58ecf00b1a28abbf2e8b45d1/html5/thumbnails/12.jpg)
Sample Project (2) Walking tour of sites of Hong Kong identity
The University of Hong Kong
![Page 13: Designing effective assessment](https://reader035.vdocument.in/reader035/viewer/2022062401/58ecf00b1a28abbf2e8b45d1/html5/thumbnails/13.jpg)
Project stages• Topic brief• Draft (10%)• Final version (30%): 3000 words
The University of Hong Kong
![Page 14: Designing effective assessment](https://reader035.vdocument.in/reader035/viewer/2022062401/58ecf00b1a28abbf2e8b45d1/html5/thumbnails/14.jpg)
Use of FacebookStudents could upload drafts of work in progress & receive peer feedback
The University of Hong Kong
![Page 15: Designing effective assessment](https://reader035.vdocument.in/reader035/viewer/2022062401/58ecf00b1a28abbf2e8b45d1/html5/thumbnails/15.jpg)
The University of Hong Kong
LAW CASE STUDY
![Page 16: Designing effective assessment](https://reader035.vdocument.in/reader035/viewer/2022062401/58ecf00b1a28abbf2e8b45d1/html5/thumbnails/16.jpg)
Tort Law• Core 1st year course: 180+ students
The University of Hong Kong
![Page 17: Designing effective assessment](https://reader035.vdocument.in/reader035/viewer/2022062401/58ecf00b1a28abbf2e8b45d1/html5/thumbnails/17.jpg)
Tort Law LOs
• Explain common torts & their functions• Think critically about legal issues• Analyze tort issues
The University of Hong Kong
![Page 18: Designing effective assessment](https://reader035.vdocument.in/reader035/viewer/2022062401/58ecf00b1a28abbf2e8b45d1/html5/thumbnails/18.jpg)
Tort Law Assessment Reflective Media Diary (20%)
1st sem test (20%) [or test 10% + photo essay 10%]
Final Exam (60%) [or 40% + 20% research essay]
The University of Hong Kong
![Page 19: Designing effective assessment](https://reader035.vdocument.in/reader035/viewer/2022062401/58ecf00b1a28abbf2e8b45d1/html5/thumbnails/19.jpg)
Reflective Media Diary• identify tort-related events in local media;
track developments; provide legal analysis;
• portfolio-like: collecting, selecting, editing and analyzing material over time.
The University of Hong Kong
![Page 20: Designing effective assessment](https://reader035.vdocument.in/reader035/viewer/2022062401/58ecf00b1a28abbf2e8b45d1/html5/thumbnails/20.jpg)
RMD featuresSteady student engagement
Promotes reading habits
Incomplete, authentic problems
Workload friendly for teachers
The University of Hong Kong
![Page 21: Designing effective assessment](https://reader035.vdocument.in/reader035/viewer/2022062401/58ecf00b1a28abbf2e8b45d1/html5/thumbnails/21.jpg)
Photo essayStudents photo tort law situations
Write a short legal analysis
The University of Hong Kong
![Page 22: Designing effective assessment](https://reader035.vdocument.in/reader035/viewer/2022062401/58ecf00b1a28abbf2e8b45d1/html5/thumbnails/22.jpg)
Photo essay features
Student-identified legal issuesCreative …. Iterative
Not easy to grade reliablyMinor option so might be ignored
The University of Hong Kong
![Page 23: Designing effective assessment](https://reader035.vdocument.in/reader035/viewer/2022062401/58ecf00b1a28abbf2e8b45d1/html5/thumbnails/23.jpg)
Use of exemplarsSharing of samples to illustrate expectations
The University of Hong Kong
![Page 24: Designing effective assessment](https://reader035.vdocument.in/reader035/viewer/2022062401/58ecf00b1a28abbf2e8b45d1/html5/thumbnails/24.jpg)
Same-day exam feedback Discussion immediately after exam
The University of Hong Kong
![Page 25: Designing effective assessment](https://reader035.vdocument.in/reader035/viewer/2022062401/58ecf00b1a28abbf2e8b45d1/html5/thumbnails/25.jpg)
Exam debriefing Supplemented by online discussion
Novel angles may be added to marking scheme
The University of Hong Kong
![Page 26: Designing effective assessment](https://reader035.vdocument.in/reader035/viewer/2022062401/58ecf00b1a28abbf2e8b45d1/html5/thumbnails/26.jpg)
Two-stage examsIndividual 80%
Group 20%
The University of Hong Kong
Carl Wieman
![Page 27: Designing effective assessment](https://reader035.vdocument.in/reader035/viewer/2022062401/58ecf00b1a28abbf2e8b45d1/html5/thumbnails/27.jpg)
SHARING
What do you see as the key features of effective assessment task design?
The University of Hong Kong
![Page 28: Designing effective assessment](https://reader035.vdocument.in/reader035/viewer/2022062401/58ecf00b1a28abbf2e8b45d1/html5/thumbnails/28.jpg)
Learning-oriented assessment
A major priority in all assessment should be to promote effective student learning processes (Carless, 2014)
The University of Hong Kong
![Page 29: Designing effective assessment](https://reader035.vdocument.in/reader035/viewer/2022062401/58ecf00b1a28abbf2e8b45d1/html5/thumbnails/29.jpg)
The University of Hong Kong
Productive assessment task design
Student self-evaluative capacities
Student engagement with feedback
Learning-oriented assessment framework
![Page 30: Designing effective assessment](https://reader035.vdocument.in/reader035/viewer/2022062401/58ecf00b1a28abbf2e8b45d1/html5/thumbnails/30.jpg)
TASK DESIGN PRINCIPLES
The University of Hong Kong
![Page 31: Designing effective assessment](https://reader035.vdocument.in/reader035/viewer/2022062401/58ecf00b1a28abbf2e8b45d1/html5/thumbnails/31.jpg)
(1) Integrated with instruction and ILOs
The University of Hong Kong
Constructive alignment
![Page 32: Designing effective assessment](https://reader035.vdocument.in/reader035/viewer/2022062401/58ecf00b1a28abbf2e8b45d1/html5/thumbnails/32.jpg)
(2) Spreading student effort/sustained engagement
The University of Hong Kong
![Page 33: Designing effective assessment](https://reader035.vdocument.in/reader035/viewer/2022062401/58ecf00b1a28abbf2e8b45d1/html5/thumbnails/33.jpg)
(3) Mirroring real-life uses of the discipline
The University of Hong Kong
![Page 34: Designing effective assessment](https://reader035.vdocument.in/reader035/viewer/2022062401/58ecf00b1a28abbf2e8b45d1/html5/thumbnails/34.jpg)
(4) Integrated and coherent
The University of Hong Kong
![Page 35: Designing effective assessment](https://reader035.vdocument.in/reader035/viewer/2022062401/58ecf00b1a28abbf2e8b45d1/html5/thumbnails/35.jpg)
(5) Incorporates feedback dialogues
The University of Hong Kong
![Page 36: Designing effective assessment](https://reader035.vdocument.in/reader035/viewer/2022062401/58ecf00b1a28abbf2e8b45d1/html5/thumbnails/36.jpg)
(6) Supports student in understanding quality
The University of Hong Kong
![Page 37: Designing effective assessment](https://reader035.vdocument.in/reader035/viewer/2022062401/58ecf00b1a28abbf2e8b45d1/html5/thumbnails/37.jpg)
(7) Flexibility & choice
The University of Hong Kong
![Page 38: Designing effective assessment](https://reader035.vdocument.in/reader035/viewer/2022062401/58ecf00b1a28abbf2e8b45d1/html5/thumbnails/38.jpg)
(8) Encourage deep approaches to learning
The University of Hong Kong
![Page 39: Designing effective assessment](https://reader035.vdocument.in/reader035/viewer/2022062401/58ecf00b1a28abbf2e8b45d1/html5/thumbnails/39.jpg)
Programme-based approaches
Cumulative … integrated … coherent
The University of Hong Kong
![Page 40: Designing effective assessment](https://reader035.vdocument.in/reader035/viewer/2022062401/58ecf00b1a28abbf2e8b45d1/html5/thumbnails/40.jpg)
Issues & Challenges The University of Hong Kong
![Page 41: Designing effective assessment](https://reader035.vdocument.in/reader035/viewer/2022062401/58ecf00b1a28abbf2e8b45d1/html5/thumbnails/41.jpg)
Student responseStudents interpret assessment tasks based on their own preferences, experiences and motivations
The University of Hong Kong
![Page 42: Designing effective assessment](https://reader035.vdocument.in/reader035/viewer/2022062401/58ecf00b1a28abbf2e8b45d1/html5/thumbnails/42.jpg)
Double dutyCompeting priorities in assessment
Reliability, Fairness,Workload, QA etc
The University of Hong Kong
![Page 43: Designing effective assessment](https://reader035.vdocument.in/reader035/viewer/2022062401/58ecf00b1a28abbf2e8b45d1/html5/thumbnails/43.jpg)
Lack of autonomyMany teachers lack individual autonomy: pulled in different directions by competing priorities (James, 2014)
The University of Hong Kong
![Page 44: Designing effective assessment](https://reader035.vdocument.in/reader035/viewer/2022062401/58ecf00b1a28abbf2e8b45d1/html5/thumbnails/44.jpg)
Limited incentivesGood assessment design: difficult but may not be rewarded (Norton et al., 2013)
The University of Hong Kong
![Page 45: Designing effective assessment](https://reader035.vdocument.in/reader035/viewer/2022062401/58ecf00b1a28abbf2e8b45d1/html5/thumbnails/45.jpg)
Teacher X factorTeacher determination to overcome barriers & strive for learning-oriented assessment
The University of Hong Kong
![Page 46: Designing effective assessment](https://reader035.vdocument.in/reader035/viewer/2022062401/58ecf00b1a28abbf2e8b45d1/html5/thumbnails/46.jpg)
Trust in teachers Distrust as barrier for innovative assessment (Carless, 2009)
The University of Hong Kong
![Page 47: Designing effective assessment](https://reader035.vdocument.in/reader035/viewer/2022062401/58ecf00b1a28abbf2e8b45d1/html5/thumbnails/47.jpg)
Assessment literacyNeed for development in assessment (for learning) literacy of university teachers (cf. Price et al., 2012)
The University of Hong Kong
![Page 48: Designing effective assessment](https://reader035.vdocument.in/reader035/viewer/2022062401/58ecf00b1a28abbf2e8b45d1/html5/thumbnails/48.jpg)
THANK YOU
The University of Hong Kong