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CDE conference 9 February 2009 ,[object Object],[object Object]
London LLB/Dip ‘classic’ picture ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Process of redvelopment in to F&DL from 2001 ,[object Object],[object Object],[object Object],[object Object],[object Object]
Overall constraint ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
numbers ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Institutions ‘teaching’ to examination papers ,[object Object],[object Object],[object Object],[object Object],[object Object]
2005 onwards radical re-appriasal ,[object Object],[object Object],[object Object]
outcomes ,[object Object],[object Object],[object Object]
Other outcome ,[object Object],[object Object],[object Object],[object Object],[object Object]
Questions multiply ,[object Object],[object Object],[object Object],[object Object]
Academic guidance  ,[object Object],[object Object],[object Object],[object Object]
headings for a subject ‘guide’: part 1 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Headings for subject guide; part 2 ,[object Object],[object Object],[object Object],[object Object],[object Object]
Aims (information – practice) Learning Outcomes What should the students be  able to know, understand, do? Standards Learning and Teaching Strategy What methods will help  students achieve the  learning outcomes? Assessment Criteria On what basis will you judge if students have met the learning outcomes and how well? Assessment Strategy How will you assess if students have met the learning outcomes? (source: Rosie Bingham 2001)
Constructive alignment (easy in theory, but feedback loop is crucial)
Peer assessment ,[object Object],[object Object],[object Object]
Evaluation?

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CDE Conference 09/02/2009. W Morrison. Assessment and evaluation in UG Laws: new directions and old challenges

  • 1.
  • 2.
  • 3.
  • 4.
  • 5.
  • 6.
  • 7.
  • 8.
  • 9.
  • 10.
  • 11.
  • 12.
  • 13.
  • 14. Aims (information – practice) Learning Outcomes What should the students be able to know, understand, do? Standards Learning and Teaching Strategy What methods will help students achieve the learning outcomes? Assessment Criteria On what basis will you judge if students have met the learning outcomes and how well? Assessment Strategy How will you assess if students have met the learning outcomes? (source: Rosie Bingham 2001)
  • 15. Constructive alignment (easy in theory, but feedback loop is crucial)
  • 16.