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Evaluation and assessment of learning

Intro: Your own past experiences

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How, as a student, has your own learning been evaluated? Please go to the padlet link and describe your experiences:

Evaluation in our study history -4-10 (primary school) -1-5 (university of applied sciences and university, essays) -1-3 -pass/fail -only verbal evaluating? -critic sessions after the work is done (media/art classes for example) -group commenting together (one at a time) -self reflection in the form of study diary or questionnaire ďƒ What means of evaluation have you have found to be the most fruitful/unproductive methods?

Possible methods for evaluation:

-exams (alternating questions) -multiple-choices tests -essays (to be done at school or at home) -projects/presentations -portfolios -peer evalualtion, collaborative etc ď Ź

What are the challenges of a teacher when assessing the learners? Have you used methods like self-assessment, peer assessment or collaborative assessment? How well did it work

Understanding ones own evaluation style 

As a teacher what is your own perferred method for evaluation:

Self - do you like exams, project work etc Student- do you prefer giving students project based, multiple choice, experimental tasks exams

As a teacher do you bring your own attitudes towards evaluation into the class?

Assesing online e-learning 

New forms of education have been growing recently

Is e-learning effective? So new but trusted?

Although e-learning may become more popular how to ensure security

Monitoring of students and ensuring fair assesment

Training and confidence of teachers when using online e-learnng evaluation tools

Ensuring technological variables are addressed i.e. Hardware, software, conncection speed etc

Finland 2016 all matriculaiton exams to be available online

Graham Attwell (ed.) A Guide to the Evaluation of E-learning

John Biggs: Setting up criterionreferenced objectives

The nature of assessment 

Is assessment the same as measurement?

Is assessment a subjective prosess or an objective process?

Does the teacher assess the learner´s work or the learner as a person?

Source: Assessing and Evaluating by Peter Jarvis, Adult Education & Lifelong Learning, Routledge Falmer, 2004

Formative assessment

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Formative evaluations are made any time during or after the semester or term

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The purpose of formative assessement is to elicit comments from the students so that the professor can make in-course corrections

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These are useful if things that are going wrong will be changed during the course (Wankat & Oreoviz)

Summative assessement

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Summative assessment is done either at the end of the course or well after the course

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The more specific the comments are, the better they can be used for course improvement. (Wankat & Oreovicz)

The rational for assessment

Discovering the strengths and the weaknesses of the learners

Maintaining the standards

Providing evidence of the learners´attainments/progress

Source: Assessing and Evaluating by Peter Jarvis, Adult Education & Lifelong Learning, RoutledgeFalmer, 2004

John Biggs: What are your objectives?

Why are you teaching the subject? To acquaint students with the topics within an area, or as a central element in their understanding?

Is it an introductory or advanced subject?

Is it clear what you are trying to get the students to learn?

How could you know if they have learned it?

John Biggs: The ‘best’ assessment method is the one that best realizes your objectives.

”Scouller (1996, 1998) found that students were likely to employ surface strategies in the multiple-choice (MC) format; they saw MC tests as requiring low cognitive level processes. … The opposite occurred with essays. Students saw essays as requiring higher level processes, and were more likely to use them, and those who didn’t, using surface approaches instead, did poorly.”

Key things to remember: (optional dependant on time)

Assessment for the purpose – what you want the students to learn and how.

Studying (in university level) is quite grade-centered. One big exam will increase stress levels of the students – give them more tests, so that one isn’t everything.

Don’t forget evaluation of your own course in between and after your course, ask feedback from your students and learn with your students.

Tasks: (optional dependant on time)

What kind of tasks can be given to a large group of students (100-200 students) for assessment? The subject for the class is educaitonal theory in the 20th century.

Compare the options.

Share your own ideas and thoughts to address this quesitons.

Open discussion if we have time

Presentation 16 10 2013 dewey  
Presentation 16 10 2013 dewey