PdTOxford Workshop

1
PdT/Oxford Workshop

• e-Learning
• Evaluating / Assessing Students Knowledge

2
Evaluating / Assessing Students Knowledge

• Approaches to Learning
• Assessment
• Evaluating Quality of Teaching

3
Approaches to Learning

• Surface
• Deep
• Assessment directs approaches

4
Surface

• Focus on parts
• Memorise information
• Dont associate facts and concepts
• Dont see principles from examples

5
Deep

• Focus on concepts or argument
• Relate knowledge from previous to new
• Relate knowledge from different courses
• Relate ideas to everyday experience
• Distinguish evidence and argument
• Organize structure into a whole

6
Students Perspective

• Surface assessment focus on recall or trivial
• Anxiety
• Conflict or cynical
• too much work
• poor feedback
• lack of independence in studying,
• Lack of interest in or background knowledge of
  subject
• Previous surface learning

7
Students Perspective

• Deep stimulating and considerate teaching
• Teaching and assessment that encourages
• Clear goals
• Choice of method and content of study
• Interest in subject
• Previous experience

8
Assessment

• Drives learning approaches
• Fourteen Rules to better assessment

9
Assessment

• Drives learning approaches
• Fourteen Rules to better assessment

10
Assessment Rule 1

• Link assessment to learning
• Focus on learning
• Encouraging effort
• Grading
• During not just end
• Task which are realistic
• Reward integration and application

11
Assessment Rule 2

• Never assess without comments on how to improve

12
Assessment Rule 3

• Learn from students mistakes
• Assess
• Modify to address them

13
Assessment Rule 4

• Learn from students mistakes
• Assess
• Modify to address them

14
Assessment Rule 5

• Students involved in assessment process
• Methods
• Design
• Self and peer
• Choice

15
Assessment Rule 6

• Tell students frequently that deep understanding
  will be rewarded not surface

16
Assessment Rule 7

• Tell students about why assess
• Formative
• Summative

17
Assessment Rule 8

• Use multiple choice very cautiously
• See rule 6

18
Assessment Rule 9

• Use numerical and prose questions
• I.e. why is the number 2.3

19
Assessment Rule 10

• Focus on validity before reliability
• Facts are easy to measure than concepts

20
Assessment Rule 11

• Lessen anxiety by assessment

21
Assessment Rule 12

• Dont set an examination or assessment you would
  not do yourself
• Write model answers

22
Assessment Rule 13

• Reduce competition between students
• Measure group work

23
Assessment Rule 14

• Judging student knowledge is better than
  measuring ability