Traditionally examination was the purpose of learning. However, our conception of learning is changing and it is being front ended. Now assessment is also being treated as learning. This presentation deals with assessment, feedback and assurance of learning.

1. Assessment as Learning
ANUP K SINGH, PHD

2. Defining Learning and Assessment
 Learning as a change in knowledge, attitudes, skills and habits
 Assessment as the assignment of numerals to a phenomenon, content, or
behaviour with a view to systematically interpret it
 Learning is boosted when there is feedback
 Assessment information is feedback and it provides an opportunity to a
learner to improve oneself
 Sometimes assessment can be as useful as good instruction for learning
 Timely, detailed, and frequent feedback is essential for high learning
 The distinction between summative and formative assessment is superficial
as both types of assessment can provide feedback

3. Assessment and Learning
 Assessment of learning (Summative assessment, no feedback)
 Assessment for learning (Formative assessment, feedback)
 Assessment as learning (Assessment as part and parcel of learning, the
primary purpose of assessment becomes learning, while the secondary
purpose remains grading)

4. The Teacher
The Learner
The TechnologyThe Context
Content Pedagogy
Assessment
Learning-teaching and
Assessment System

5. Two Aspects of Assessment
 Reliability
 Validity

6. Validity of Assessment
 Validity is defined as the way a measure assesses what is it is supposed to
assess
 What a question, an assignment or a quiz is supposed to measure?
 It may mean different things to different people
 Therefore, there is a need for agreement
 Thus, the criteria for assessment have to be developed. These are also
known as rubrics
 For assessment, rubrics have to operationalised
 Rubrics can be measured using both ordinal and interval scales and both
should be measured for assurance and grading purposes, respectively

7. Criterion Based Assessment
 Just as the content of a course flows from the CLOs, each assessment
component and its rubrics should also emanate from CLOs
 The development of assessment rubrics have to be discussed at BoS and Area
level so that their face validity is established
 Each Rubric can be assessed using three basic levels: Below Expectations;
Meets Expectations; and Exceeds Expectations (Let us keep it simple)
 Each level should have sufficient description of the rubric and expectations
 Each assessment unit can be evaluated suing 10 point scale
 The distribution of points among levels can be: Below Expectations (1-3); Meets
Expectations (4-7); and Exceeds Expectations (8-10)
 The whole system should be transparent and the student should know the
assessment scheme, including rubrics and their description

8. 1. Development of institutional mission
2. Development of programme educational outcomes
3. Development of graduate attributes
4. Development of programme learning outcomes (using feedback from different stakeholders)
5. Designing of student experience through curricular, co-curricular, and extra-curricular activities
6. Mapping of PLOs with different courses (High, medium, low)
7. Mapping of PLOs with different co-curricular and extra-curricular activities
8. Development of course learning outcomes
Feedback
from
Stakeholder
Faculty
Community
Engagement

9. 1. Development of course learning outcomes
2. Mapping of CLOs with different sessions
3. Determination of content, pedagogies and
assessment rubrics and tools on the basis of CLOs
4. Mapping of CLOs with assessment rubrics and tools
5. Engagement of faculty community in each activity

10. Assurance of
Learning
Indirect
Assessment
Direct
Assessment
1 Student satisfaction survey
2 Alumni learning survey
3 Recruiter surveyIndependent
Assessment
Embedded
Assessment
1 Standardised testing
2 Capstone course
3 Integrated simulation test
4 National level test
5 Pre test-post test evaluation
1 Rubric bases assessment
2 Assessment of student learning on the
different levels of a rubric
3 Statistical analysis of student achievement
on different rubrics
4 Development of strategies for improving
student learning
Head and
Committee for
AoLS

11. Rubrics Design, Development
and Implementation
 Criterion based assessment
 Rubrics have to aligned with both content and assessment
 Rubrics have to be valid; at least their face validity has to be established
 In other words, rubrics have to be jointly decided by a group of faculty
 Rubrics should be both general and specific
 Rubrics can be changed on the basis of the experience of faculty during
assessment
 Ultimately, rubrics have to focussed on learning through feedback and
self-assessment

12. Roles, Committees and Responsibilities for AoLS
 Appointing one person and a committee at the institute level to oversight AoLS
 Appointing one person for each programme to supervise AoLS
 Training faculty in AoLS
 Preparation and documentation of assessment data for each course by
course faculty
 Collection of reports by course coordinator
 Sampling courses for assessment [For record purposes)
 Collection and analysis of data
 Preparation of AoLS report for the subject
 Discussion of all assessment report in Area/programme/BoS

13. Dos and Don’ts in Assurance of Learning Standards
Dos
 Plan it elaborately
 Conduct faculty training
 Create appropriate roles and structure
 Make everything clear to students
 Improve course and curriculum on the
basis of feedback
 Keep record at individual, programme
and institution level
Don'ts
 Equate marking with rubric assessment
 Develop rubrics without high rigour
and community engagement
 Leave it to an individual faculty. AoLS
is the responsibility of the academic
community
 Make it too complex

14. Implications of Assessment As Learning
 Learning is the centre of activities, assessment is the background
 There should be several and diverse assessment activities
 Each assessment activity has to be followed by feedback
 Over a period of time, an instructor should develop and store the
examples of different levels of learning for different assessment activities
 There should be an audit of assessment tools and assessed work from time
to time
 Faculty should be trained in using Assessment As Learning
 A Senior Professor should lead the initiative so that it gets credence