Assessment and Learning: Contradictory or Complementary? Assessment for learni... - The Diigo Meta page

• 12 Nov 08
  

  Youenn Leborgne

  There is probably more bad practice and ignorance of significant issues in the area of assessment than in any other aspect of higher education.
  
  We see that we must see both summative and formative aspects of assessment together, at all times.
  
  Every act of assessment gives a message to students about what they should be learning and how they should go about it.
  
  Assessment can encourage passive, reproductive forms of learning while simultaneously hiding the inadequate understanding to which such forms of learning inevitably lead.
  
  Very little attention has been given to the compounding effects of ssessment even when we know that it is the total array of demands in a given period which influences how each one is tackled.
  
  We should develop assessment procedures of high consequential validity
  
  Well-designed assessment practices should be oriented around the key concepts and ideas that students should be able to deal with
  
  The stages of development which illustrates the evolution of our ideas are given details of.
  
  Good assessment now is that which both closely reflects desired learning outcomes and in which the process of assessment has a directly beneficial influence on the learning process
  
  We need to look at the impact of the total package of learning and assessment and not simply at fragments of assessment.
  
  In the holistic conception, the traditional power relationships between student and assessor must be challenged.
  This power relationship combined with the judgement vocabulary used in assessing can profoundly absuse learners as it is often hard to make the disctinction between judgement about the work and judgement about the person.
  - give descriptive and elaborate feedback which stays away from categorical/"final" statements and language which can abuse students
  - shift away from assessment which occurs only at the end of the period of study or which doesn't allow for a response
  
  Notions:
  Assessment interpretation, outcomes, consequences, language
  Consequential validity

  e-learning assessment OA_MSc feedback

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