Evaluation and assessment of learning
Intro: Your own past experiences
How, as a student, has your own learning been evaluated? Please go to the padlet link and describe your experiences: http://padlet.com/wall/omit4ntn3t
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 evaluations are made any time during or after the semester or term
The purpose of formative assessement is to elicit comments from the students so that the professor can make in-course corrections
These are useful if things that are going wrong will be changed during the course (Wankat & Oreoviz)
Summative assessment is done either at the end of the course or well after the course
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 http://padlet.com/wall/osjn3vpx1d