By Associate Professor Janice Orrell (Educational consultant)

1. Assessment: Achieving improved efficiency, effectiveness, educational integrity, equity and ethical practice Assoc Prof Janice Orrell Education Consultant

2. What is assessment? Difficult Subjectivity Complex Are comments right? Deciding if students have engaged with the course and met learning outcomes Source of income Grading and ranking Clarify standards Learn about the students Formative – engage and develop understanding Feedback Exams- quality control Credentialing – capacity as a profession Marking – Assessment; different Clinician – information gathering about capacity for understanding of learning outcomes – trigger intervention

3. Why do we do it? Purpose – defines what it is Process – integral to learning and teaching to guide and support learning (not just feedback) in light of the ‘orderly progression’

9. Assessment is the HE Triple Blindfolded High Jump!

17. Assessment Choices Formative or summative Grade or no grade Teach to the test or encourage creativity Weekly work or end of semester exam Individual or group work Essays or authentic projects Who grades…student, peer, profession or teacher Open or closed book exams Who will grade? University or professional practitioners? Set or negotiated tasks? Assess participation in class or not? How many pieces of assessment is enough? Seen or unseen exams Should presentation impact on grades? Should all students have to do the same tasks? How important are “hand-in” dates ? How much feedback?

19. To what extent do your current assessments encourage this? Knowledge Skills Dispositions Expert capabilities Professional Behaviour Disciplinary expertise

20. Assessment as Mapping Learning for the Curriculum? Workplace Context Professional Action Professional dispositions Knowledge Skills

25. Spelling? Where is the intro? Analysis? Link? Meaning? Tense? Evidence? Reference? ? ?? ??? ? ! 5/10

26. Or Great! Well done! Excellent I like it! √ √√ 10/10

38. Grading rubric standards Metacognitive & abstract Limited commitment Extended Abstract 4.Advanced Analysis & application Relative commitment Relational 3.Proficient Knowledge no structure Multiplistic Multi-structural 2.Functional Limited knowledge Dualistic Uni-structural 1.Developing Qualities Perry Biggs Level

39. What is assessment? Not optimal, dynamic – changed as use to standards Increasing complexity – need to look at whole program Scaffolded learning for students Formative – Summative; Passion; integrated across the program Testing understanding, rather than what they remember Assessment can undermine learning – rituals of memorisation

40. Why do we do it?