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paul lowe

David Boud and assessment as the calibration of judgement. | E-flections - 0 views

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    Last week I went to the annual conference of the Practice based Professional learning unit at the Open University; mainly to see David Boud, whose research I've quoted from extensively in my work on reflective practice and experiential learning. David's paper was on assessment, experience and reflection, and was very provocative and challenging in terms of his interpretation of the role of assessment. He posed a simple question to the audience:

    'If we were going to modify assessment as if making a contribution to their ability to learn after their course rather than during it was the primary need, how would it be different?'

    His focus was then on how to reshape assessment policies so that their main intention was to help the learner build their capacity for self and peer judgment to further their lifelong learning.
paul lowe

Technologies of the Self 1 - 0 views

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    Technologies of the Self

    What are technologies of the self in Foucault's work? This was a theme he was working on from about say 1978 or so. Broadly speaking it means:

    1. A set of techniques and practices that can be deployed to modify or affect the self.

    2. These techniques are historically situated within power relations.

    3. They can mix one's own knowledge with that of the rule.

    4. As with other writing in F. about power, it has a very productive side (producing the self after all) as well as a constraining side.
paul lowe

Assessment Standards Manifesto - ASKe - Oxford Brookes University - 0 views

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    Assessment Standards Manifesto

    In November 2007, ASKe hosted 'Designing assessment in the 21st Century' an assessment colloquium looking at the current state of assessment and ways in which practice might be improved in response to conclusions put forward by the Burgess Report.

    Watch Margaret Price, ASKe Director giving a presentation on the Manifesto.

    The event brought together the ASKe International Advisory Group (a group of seven world-class experts on assessment) and
paul lowe

ASKe - Centre for Excellence in Teaching and Learning - Oxford Brookes University - 0 views

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    Assessment Standards Knowledge exchange

    ASKe is the Centre for Excellence in Teaching and Learning based at Oxford Brookes University Business School. It was set up in summer 2005 with a £4.5 million award (spread over five years) from HEFCE in recognition of good practice based on pedagogic research into aspects of assessment carried out by staff in the Business School and the Oxford Centre for Staff and Learning Development.

    ASKe's work focuses on ways of helping staff and students develop a common understanding of academic standards, and it builds on and promulgates established good practice.
paul lowe

Publications - Universities UK - 0 views

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    The UK honours degree is a robust and highly-valued qualification. It is the core product of the UK higher education system. This report considers the honours degree classification system, which measures a student's performance on an undergraduate honours degree programme. All UK higher education institutions use the same classification nomenclature which is almost universally applied to honours degrees.
paul lowe

Resources - 0 views

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    Resources
    Acknowledgement
    We would like to thank colleagues who have contributed materials in the spirit of sharing successful practice. Some contributions are anonymous. If you have sent us any of these and either wish to claim authorship, or would prefer them to be removed from this website, please contact c.bryan@cssd.ac.uk

    About the Resources
    These resources are intended for tutors and for students. They aim to raise awareness and/or develop and assess group processes. The student guides and activities have been trialed in diverse group situations. The Resources section includes:

    'How to' Guides and Activities
    Commentaries
    Assessment Criteria & Procedures
    Forms and Documents
    Reading and useful links
paul lowe

Educational Research and Evaluation at Alverno College (ERE) - 0 views

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    Educational Research and Evaluation at Alverno College

    In 1976, the college formally established an office of educational research and evaluation that would investigate a series of questions at the behest of the faculty, with special attention to linking the outcomes of college to the curriculum,establishing the validity of assessment techniques and the assessment process,

    and demonstrating the link between college-learned abilities and alumnae performance in the world of work, personal life, service, and citizenship.


    Our initial concerns were for assessment activities that operated at the level of individual students and were integral to their learning. (For additional information, go to Student Assessment-as-Learning.)



    Alongside this use, assessment can also be an instructor's tool for improving learning or a policy tool for planning and improvement. We have gradually developed a program of assessments that operates at the levels of individual student, program, curriculum, and institution.

    In this context, educational research and evaluation are part of a dynamic learning system based on the educational principles and values underlying Alverno's mission and supported by structures that ensure coherence and continuing improvement. One such structure is the Research and Evaluation Council, made up of senior faculty, staff, and administrators. However, responsibility for review of program, curriculum, and institution-wide effectiveness lies with departments faculty and staff across this institution.
paul lowe

Carnegie Perspectives: Assessing How Students Learn - 0 views

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    Assessing How Students Learn

    Bill Cerbin

    In higher education the dominant mode of assessment is to measure what students have learned in a course or program. By measuring what students learn educators can monitor student progress, determine learning gaps and gains, and document achievement.

    But measuring what students learn is of limited use if our goal is to improve their future performance. It is akin to taking a person's temperature. You may learn the individual has a fever but the measurement produces no insight into the cause. Suppose we find that students score in the 60th percentile on a standardized test or that half the students in a course have significant writing problems. What should we do to improve future performance? Unfortunately, the assessment data provide little direction. The result is a kind of guesswork by which we consider alternative teaching practices or programs without understanding how or why they would work better than standard approaches.
paul lowe

Student Assessment-as-Learning - 0 views

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    \nIn 1973 Alverno College\n\nbegan a new curriculum based on eight abilities integrated within the content of the disciplines.\n\nStudent Assessment-as-Learning is Alverno's term for a process that involves individual student demonstration of those abilities as requirements for graduation.
paul lowe

Position Paper on Assessment - ASKe - Oxford Brookes University - 0 views

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    Position paper on assessment

    ASKe's position paper on assessment sets out ASKe's views on the current state of assessment in the higher education sector as a whole, and in Brookes in particular. It draws on the generic literature, studies conducted at Brookes, and the detailed knowledge and experience of the ASKe team. From all this data, the paper seeks to distil key issues and sets out the premises which underpin ASKe's analysis. It also proposes a range of ideas and actions.

    The overall aim of the paper is to support Brookes in addressing assessment issues and to assist in plans for future development. The paper is currently being considered within Brookes and in due course the ASKe team plans to produce a version of the paper that will be suitable for journal publication.
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