Resources: Assessment

33 resources found for "Assessment"
Assessment and mentoring of work-based learning in Foundation Degrees
This is an ESCalate development project led by Claire Taylor of Bishop Grosseteste College and completed in March 2005. Work-based learning demands forms of assessment suited to its particular needs. In particular, a placement is as much, if not more, about process than output, and a balance is needed between competency-based assessment (output) and assessment of process (reflection, self-direction). The aim of the assessment is not only to...
Assessment as a driver for transformational change in HE
This article from the ESCalate Newsletter no. 10, Spring 2008 was written by Prof. David Nicol and looks at the REAP project. It outlines how re-engineering assessment practices can help overcome major challenges in higher education today. The REAP (Re-engineering Assessment Practices) project is funded by the Scottish Funding Council under its e-Learning Transformation Programme. The redesigns involved different disciplines and combinations of...
Assessment in Continuing Education
Presentations from this one-day conference for staff working in continuing education held on the 14th June 2005. Presentations include: "Assessment in Continuing Education: Student diversity and assessment design", a case study from the University of Cambridge"; Assessing Continuing Education", by Derek Young and Ginny Saich from ESCalate at the University of Stirling; "Flexible and accountable? Using professional dialogue to assess competence in...
Assessment issues arising from Subject Benchmarking Statements
This paper analyses the performance criteria and learning objectives contained in the first 22 QAA subject benchmark statements, and reflects upon their implications for assessment
Assessment Reassessed: A student and lecturer collaborative enquiry
Three research teams, consisting of students and lecturers from Education Studies programmes at DMU, will engage in collaborative enquiry with similar programmes at other six institutions. The focus of enquiry is assessment feedback – the strengths and weaknesses of current practice and the potential to develop more collaborative feedback models
Assessment strategies and standards in sociology : a resource handbook
The handbook was previously held on the Assessment Strategies and Standards in Sociology project Web site which was hosted by Bath Spa University. It is now available from the C-SAP website. The aim of the project was to identify and disseminate assessment practice that would be of interest and useto teachers of sociology in higher education. The handbook contains an overview of assessment as well as sections on self and peer assessment, computer...
Capturing and nurturing student confidence
Sarah Wasson offers an account of an engaging way to boost students’ confidence and help them to become fully involved in their own learning processes. While the story she tells is rooted in her own discipline (literary and cultural theory), the methodology and the lessons to be drawn from her story are universally applicable and are particularly relevant to anyone working in the context of a Widening Participation programme. Using a short...
Centre for Excellence in Teaching and Learning in Assessment for Learning (CETL AfL)
The Centre for Excellence in Teaching and Learning in Assessment for Learning (CETL AfL) will accelerate a transformation in assessment, building on excellent practice in Education, Childhood Studies, History, English, Psychology and Engineering. Their approach to Assessment for Learning means that students will benefit from assessment which does far more than simply test what they know. It is based at the University of Northumbria
Developing and enhancing learning and teaching through an internal knowledge exchange network
This is an article from the ESCalate newsletter, issue 11, summer 2008 by Ron Ritchie where he discusses the introduction of self-driven internal knowledge exchange networks at the University of the West of England, Bristol. It details how the creation of an UWE Internal Knowledge Exchange Network (IKEN) to promote the development of pedagogic practice and research across the University, has impacted on student experience and knowledge exchange,...
Developing assessment use for teaching and learning in Higher Education
This is an ESCalate development project led by Val Klenowski of the Institute of Education. It looks at a variety of assessment practices to promote learning in postgraduate education and draws out the curriculum, pedagogy and assessment implications in relation to postgraduate level work. Assessment is integral to the teaching and learning cycle and must be used in the right way to support and enhance learning. Current debates about education...
Diversifying assessment methods in teacher education : reviewing and developing practice
This is a series of examples of changing assessment in teacher education from delegates at an ESCalate ITE seminar on assessment. This is an excellent collection of ideas from across the sector. Each entry in the document gives the name of the assessment method, if it replaced any other assessment method, a brief description and some of the issues that using this assessment method may bring up. Suggestions include personal diaries, presentations...
Education in Northern Ireland : a view from the sidelines
This is an article from the ESCalate newsletter, issue 15, autumn 2009. Les Caul gives an overview of the complexities of the primary and secondary education sector in Northern Ireland, which points up issues of relevance to the whole of the UK and has obvious implications for the strategic development of Higher Education both there and in the rest of the UK. It is available as a PDF download of 3 pages
Effective practice with e-Portfolios : supporting 21st century learning
Effective practice with e-Portfolios is a guide in the JISC Effective Practice series, launched in September 2008 as a PDF / text document with an accompanying JISC Infokit on the same topic. These resources provide information about e-portfolios and why they are becoming the subject of increasing attention across all educational sectors. They explore the process of developing e-Portfolios from various perspectives learners, practitioners,...
Enhancement Themes Initiaitive
The Enhancement Themes Initiative aims to enhance the student learning experience in Scottish higher education by identifying specific areas (themes) for development. The themes encourage academic and support staff and students to share current good practice and collectively generate ideas and models for innovation in learning and teaching. The unique Quality Enhancement model has been designed by a 4-way partnership of the Scottish Higher...
Exploring the rules of engagement via exemplars : enhancing staff and student dialogue about assessment and learning practice
This is an ESCalate Developing Pedagogy and Practice grant awarded to Kay Sambell of Northumbria University in 2009. This project develops a bank of activities and resources to enable Education staff to use concrete exemplars of student work as a means of enabling their students to approach assessment effectively. There will be two inter-related phases, one targeted on staff, one focused on their students. Both phases seek to promote dialogue...
Friday fry up event
This is an ESCalate Hot Topic grant awarded to Lynn Boyle of the University of Dundee to disseminate her work in bringing together colleagues in an informal lunch setting to share best practice on issues such as Web 2.0 and feedback on assessment
Good assessment practice : a practical guide for external examiners
This Guide, originally written for higher education teaching staff at University College, London University has been re-produced to provide External Examiners with a concise and useful overview of what might be considered good practice in assessing students’ learning. The Guide covers: * Aims, objectives and methods * Assessment as a measuring instrument * Constructing examination papers * Recent developments in assessing students’...
Guide to assessment
This document is part of the ESCalate Help Directory for Teacher Educators and the principal author is Sue Bloxham of the University of Cumbria. This guide is designed to provide a short summary of issues to be considered in developing, implementing and managing assessment in teacher education programmes. The guide highlights the important matters that need to be taken into account and provides links to relevant sources of help and suggestions...
In conversation with Fiona Hyland
This is an article from the ESCalate Newsletter, Autumn 2008 - an interview with Dr. Fiona Hyland of the ESCalate Bristol team on her work with regard to internationalisation, assessment for learning and educational research
Interactive use of video conferencing in Initial Teacher Training
This is an article from the ESCalate newsletter, issue 18, autumn 2010. Jan Machalaski of Bishop Grosseteste University College received a small award from ESCalate to share her idea about using video to help train teachers. This article tells her story
Is it possible to assess social bookmarking activities?
This Escalate Hot Topic concerns the social bookmarking platform Diigo, which could be used to support student learning activities such as evaluating, creating and writing literature reviews. It explores how Diigo could be used to assess students' social bookmarking activities and their value for learning
The main area of activity of this Centre for Excellence in Teaching and Learning is: sharing materials and expertise and building a research evidence base about student experience in 20 learning areas such as PDP, group work, assessment, etc. Includes all academic disciplines
Let’s hear it for the student voice!
This is an article from the ESCalate newsletter, summer 2010, celebrating 10 years of the education subject centre. Fiona Campbell argues passionately for the inclusion of the student voice in all aspects of higher education and provides an overview of the two projects that ESCalate supported as a way of mainstreaming this once marginal area
Resources from Improving Teaching and Learning for International Students: strategies for supervision & assessment
Resources from the ESCalate / 'Teaching International Students' event Improving Teaching and Learning for International Students: strategies for supervision & assessment, held on 11 May 2010 at the Graduate School of Education, University of Bristol. The themes for the day were: practical approaches to supervising and effective assessment of and feedback to international students. Jude Carroll led a session which identified the issues surrounding...
Resources from Lost in Transmission
Resources from the ESCalate event Lost in Transmission, 8 June 2009 focusing on the gap that is often found between the feedback tutors give to students, and the transmission of this feedback into something that students can subsequently use to improve their work
Rethinking feedback in higher education: an assessment for learning perspective
This discussion paper suggests that to improve the student experience of feedback we need to move beyond the traditional view of feedback as the written comments that tutors provide, often ‘at the end’ of a module, on student work submitted for assessment. The paper aims to flag up some of the key arguments for this change, and present evidence of what such change might look like in practice. Although it will have a ‘practical’ slant, being...
Scottish Centre for Research into Online Learning and Assessment (SCROLLA)
This is the home page of SCROLLA. SCROLLA provides a focus for multidisciplinary research into the use of Information and Communication Technologies in education, concentrating on on-line learning and assessment. It draws upon educational, psychological, socio-cultural and computing science research traditions to provide a strong infrastructure to support development and practice across the Scottish educational community and beyond. The web site...
Student views on feedback
A 10 minute video of interviews with students at various UK institutions about assignment feedback. This video, produced by Evan Pugh was commissioned by the Higher Education Academy and presented at the Assessment: Focus on Feedback Conference in London on 23 May 2006 Students at a range of UK institutions were stopped at random and asked a series of questions on their views on feedback to camera
Suggestions for good practice in ITE assessment
These two documents 'Engaging students with feedback' and 'Assessment for learning' - are ideas from colleagues, collected at the ESCalate assessment seminar at the University of Gloucestershire on April 17th 2008. They are bullet point lists of suggestions on a range of assessment issues such as formal / informal assessment, linking theory and practice, use of self-assessment and group / cohort feedback mechanisms
The busy teacher educator's guide to developing assessment feedback
This article forms part of the ESCalate Help Directory for Teacher Educators and was written by Dr Alison Hramiak, of Sheffield Hallam University. The purpose of this document is to share some ideas on assessment and feedback in Higher Education - although the principles described could just as easily be implemented in other types of educational institutions. It is not intended as a formal academic document, rather, it is intended that the...
Understanding students’ prior experiences of assessment and feedback
This is a brief description of an ESCalate development project led by Dr Graham Holden of Sheffield Hallam University, looking at student experience of assessment and feedback. It focuses on Y13 students who are just about to make the transition to HE study. The project will study year 13 students’ experience of assessment and feedback as they work towards their A2 (or equivalent) qualifications in various subjects across the Key Stage 5...
Using reflective dialogue to assess professional learning
This project is being run at the University of Central Lancashire. The HE sector has joined other education sectors in a requirement for professional entry qualifications for teaching staff, along with a need for accredited CPD. By engaging in comparative research into the value and impact of the use of professional dialogue as a tool for assessing and structuring informal professional learning, this project will be able to provide a rich...
Using video for the identification and assessment of learning in initial teacher education
This is an ESCalate research grant awarded to John McCullagh of Stranmillis University College in 2008-9.It considers how post lesson evaluation and reflection can play a crucial role in the development of student teachers and seeks to develop video based methodologies to enhance this process. It also uses video to make specific module learning intentions more explicit and support student self-assessment. The wide availability of video recording...