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.
Constructive alignment
Constructive alignment of learning outcomes to assessment methods
The following resources are available:
Overview paper
Professor Mike Osborne, University of Stirling and Workshop Director
Report on the event and areas for future development and enhancement
Professor Mike Osborne
Keynote address: Aligning assessment with long-term learning needs
Professor David Boud, University of Technology, Sydney, Australia
Powerpoint slides | PDF version
Case study 1: Assessment on the TQFE program- a case study of constructive alignment
Dr Iddo Oberski, University of Stirling
Powerpoint slides | PDF version
Draft paper - Word version | PDF version
Keynote address: Developing aligned courses
Sue Drew, Sheffield Hallam University
Powerpoint slides | PDF version
Draft paper - Word version | PDF version