Thoughts about flipped assessment for flipped classrooms

1. Presentation: Dr Stewart Hase

2. Current assessment
Higher education is great at teaching
students how to write essays/reports
 Focus tends to be on summative
assessment
 Ability to assess higher level Bloom’s
Taxonomy is difficult/impossible in
essays/reports
 Testing ability to regurgitate facts is a
waste of time in the 21st century
environment


3. Student competencies for the
21st Century
Cognitive agility
 Being able to research
 Sorting the wheat from the chaff
 Problem solving
 Analysis
 Experimenting
 Reflecting
 Applying


4. Internet as the game
changer
We no longer have to deliver content
 Provide the GPS coordinates
 Oversee rather than control
 Use content to deliver higher order
cognitive skills
 Flipped classrooms
 Flipped assessment


5. Flipped assessment
Formative rather than summative
assessment-do away with the final
essay/report
 Assess capacity to prepare for the
flipped classroom
 Assess performance in the flipped
classroom


(Flipped assessment: RYAN, B.. Flipping Over: Student-Centred Learning and
Assessment. Journal of Perspectives in Applied Academic Practice, North
America, 1, dec. 2013.)

6. Assess capacity to prepare for
flipped classroom
Research ability
 Hypothesising
 Summarising
 Preparation
 Analysis
 Resilience


7. Assess performance in the
flipped classroom
Cooperative learning
 Problem solving
 Reflection
 Analysis
 Synthesis


8. See also
http://www.facultyfocus.com/seminars/as
sessment-strategies-for-the-flippedclassroom/
 http://jpaap.napier.ac.uk/index.php/JPAA
P/article/view/64
 http://heutagogycop.wordpress.com
 http://www.bloomsbury.com/uk/selfdetermined-learning-9781441142771/
