Where Teaching and Learning Matter
Posted by Diana Ayling on November 15, 2012 at 8:55
Tough exams and learning by rote are the keys to success, says Michael Gove. Read more....
DEANZ 2012: Using Online Assessment in Times of Natural Disaster: Are Some Online Assessment Conditions Better Than Others?Posted by Edward Flagg on April 12, 2012 at 11:33Send Message View Blog
As a result of the Canterbury earthquake on 4 September 2010, and associated aftershocks on 22 February 2011 and 13 June 2011, final examinations in the two first-year Economics papers at Canterbury University were cancelled at short notice in Semester 1, 2011. The final examination weightings were spread over the remaining assessments to obtain a final grade for students. Read more...
Posted by Edward Flagg on November 8, 2010 at 12:30Send Message View Blog
Mapping the Living Curriculum: Assessments
The following links are to posts developed by the TPA team around assessment in the context of Unitec's Living Curriculum policy. To be used in context with the Mapping the LC framework document.
1. Considerations for and Definitions of assessment
2. Who / What / When / where of assessment
3. Choosing Assessment Types
4. Assessment at Level 7
5. The Unitec Living Curriculum Assessment Wiki (Under development)
Integrated Assessment for a Living Curriculum
Each course will have a number of learning outcomes which cover the knowledge, skills and attributes that students need to master in order to pass the course. To assess student performance assessment items are designed. Many teachers choose to design a number of small assessment tasks for students to complete, however there is a danger that student learning becomes fragmented and learning shallow.
L. Dee Fink and Helen McPhun suggest teachers design integrated or substantive assessments which supports a rich and real living environment. McPhun suggests learners master the rhythm of learning, applying, reflecting and growing. This rhythm is apparent throughout life. To this end McPhun provides a model for teachers.
The aim of this workshop is to give teachers, the knowledge, skills and values they need to write curriculum, including assessment. The curriculum will need to comply with the Unitec Curriculum Design Policy.
Focusing on the following
1. Assessment design and learning goals.
2. Creating assessment criteria and marking guides.
3. Gathering evidence from students.
4. Managing student issues around assessment.
5. Giving feedback to students.
6. Reflecting on our own assessment practices.
7. Evaluating the effectiveness of assessment items.
If marking is done well, it should accurately assess a range of student capabilities such as knowledge and understanding, and it should do so with a high degree of transparency and parity across students. Perhaps even more importantly, it should also provide the student with constructive feedback that will foster improvement on subsequent assessments. However, most lecturers/ tutors will probably agree that the challenge of marking is finding enough time to both assess work accurately and fairly, and provide useful and quality feedback, especially in papers with large numbers of students.
Formative Assessment is a clever teaching tool to assist with student retention and success. Students are more likely to stay and succeed in a programme of study, when they have multiple opportunities to assess their performance in a non threatening, and educative manner. Read on for more....
Providing effective feedback and assessment on projects in a studio setting is important but can be time-consuming and difficult, particularly given the sensitivities of the creative process! This post explores existing scholarship on how to best provide feedback that allows for significant learning opportunitiesand authentic assessment.
A lot of teachers are excited about the possibilities that Web 2.0 applications (eg wikis, blogs) offer for improving learning. At the same time there is an uncertainty amongst staff about appropriate use, guidance for students, setup, (academic) integrity ...
Giving and receiving constructive feedback
From time to time, students will need to give and receive constructive feedback. You can assist them to learn these new skills and practice them so they can improve their own and others performance.
Are your students working on group projects?
We have a useful tool for your students, to help them plan, organise and collaborate, Fellowstream. Read on for more...
Authentic assessment is a form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills -- Jon Mueller This post explores the integration of meaning task into a course design.
Moderation is an essential assessment quality process in education. It will naturally occur at all educational levels, and is the process of periodically checking that assessments are appropriate for the students' course and programme of study.
Effective Assessment in a Digital Age is aimed at those in higher and further education who design assessment and feedback for their learners. The guide draws on recent JISC reports and case studies from different contexts and modes of learning to explore the relationship between technology-enhanced assessment and feedback practices and meaningful, well-supported learning experiences.
Peerwise is a thoughtfully designed, useful, FREE web 2.0 tool that allows students to collaborate on the development of multiple choice questions. It was designed by Paul Denny (email@example.com), a computer science prof at UA. Peerwise is being used at many institutions throughout the world. For a good explanation of the tool and a list of institutions where it's being used, go to the Peerwise website athttp://peerwise.cs.auckland.ac.nz/.
Some suggested tools for managing group projects.
Group Work Workshop Part One - What is group work and why do it?
Last updated by Diana Ayling Dec 11, 2012.