For every complex question there is a simple answer -- and it's wrong.

Assessment what does current literature say we should be doing, what do we say we do, what do we actually do?
All assessment is a perpetual work in progress
John Delany Centre for Educational Development Christchurch Polytechnic Institute of Technology National Tertiary Learning and Teaching Conference NMIT October 2011

This presentation reports on a current project to investigate assessment. The broad aim is to identify the current assessment landscape at CPIT and aspects of assessment practice that need to change in order to improve student success. All assessment is a work in progress (source unknown): at this point we can share a conceptual framework for synthesising current theory and research.

John Delany CPIT

What does current literature say we should be doing?

Five sources

John Delany CPIT

What does current literature say we should be doing?

ASKE Assessment Standards Knowledge Exchange, Oxford Brookes University Business School
10 key premises from the literature on Assessment Price, M., Carroll, J., ODonovan, B. and Rust, C. (2011) If I was going there I wouldnt start from here: a critical commentary on current assessment practice, Assessment and Evaluation in Higher Education, 36(4), pp. 479-492.

John Delany CPIT

What does current literature say we should be doing?

Assessment Futures, University of Technology, Sydney Assessment 2020: Seven propositions for assessment reform in higher education Assessment conceptual framework four key conceptual features Boud, D. and Falchikov, N. (2007) Rethinking Assessment in Higher Education: Learning for the longer term, London: Routledge

John Delany CPIT

What does current literature say we should be doing?

Centre for the Study of Higher Education, University of Melbourne (Australian Universities Teaching Committee) James, R., McInnis, C. and Devlin, M. (2002) Assessing Learning in Australian Universities. The Australian Universities Teaching Committee. Canberra. Core Principles of Effective Assessment Indicators of Effective Assessment in Higher Education

John Delany CPIT

What does current literature say we should be doing?

REAP Re-engineering Assessment Practices in Higher Education, University of Strathclyde, Glascow Theory and Practice 12 Assessment and Feedback principles Nicol & Draper (2009) A Blueprint for Transformational Organisational Change in Education: REAP as a Case Study repeated acts of persuasion

John Delany CPIT

What does current literature say we should be doing?

Ako Aotearoa

Tertiary Assessment & Higher Education Student Outcomes: Policy, Practice & Research summary document (Functions & Purposes, Policy Aspects, Overarching Principles)
Ako Aotearoas resource centre guide about: Assessment

John Delany CPIT

John Delany CPIT

John Delany CPIT

How can we make sense of all that?

CORE BELIEFS: WHY? What is the purpose of assessment? Why do we assess the way we do?' What underpins our approach to assessment? Philosophy >> Institutional Policy

PRINCIPLES: WHAT? What makes assessment effective? Propositions for effective assessment Benchmarks / Values / Criteria
Why

What

How

PRACTICE INDICATORS: HOW? What should we do to make assessment work? How do we apply the 'Principles'? Indicators >> of best practice

John Delany CPIT

Acknowledgement: Julia Atkins concentric circles: From Values and Beliefs About Learning to Principles and Practice http://www.learningtolearn.sa.edu.au/Colleagues/files/links/ValuesBeliefs.pdf

Assessment is central to the student learning experience Assessment is used to engage students in learning that is productive

WHY?

Assessment plays a key role in both fostering learning and the certification of students Assessment is the process of seeking and interpreting evidence for use by learners and their teachers to decide where learners are in their learning, where they need to go, and how best to get there

John Delany CPIT

Assessment should motivate students to learn Learners should receive constructive guidance about how to improve

WHAT?

Learning is more effective when students understand the assessment process

Assessment has most effect when assessment for learning is placed at the centre of course and programme design Assessment should be valid and reliable

John Delany CPIT

Students regularly receive specific information, not just marks and grades, about how to improve the quality of their work

HOW?

Assessment is organised holistically across subjects and programmes with complementary integrated tasks
Learners have opportunities to engage actively with goals, criteria and standards before, during and after an assessment task Students have opportunities for reflection, self-assessment and peer assessment

John Delany CPIT

Where to from here?

Is there alignment between what current literature says we should be doing what we say we do what we actually do ? The broad aim is to identify the current assessment landscape at CPIT and aspects of assessment practice that need to change in order to improve student success.

Why? . Policy How? . Make principles explicit. Use principles to analyse and evaluate our practice What?.... Apply principles to practice A good example University of Strathclyde, Glascow
http://www.reap.ac.uk/Portals/101/staff_leaflet.pdf John Delany CPIT