Teaching, learning and
assessment
Raimonda Markeviciene
With compliments to Dr. Helen Cameron
“The adoption of a learning outcomes approach
represents more than simply expressing
learning in terms of outcomes. It entails much
more due to their significant implications for
all aspects of curriculum design, delivery,
expression, assessement and standards”.
Adam S, 2004
2
What do we mean by assessment?
A range of synonyms in English:
• Examinations, Evaluations, Appraisal, Judgements,
Measurement, Review, Opinion, Consideration,
Estimation
Practically:
• Taken to mean any ‘formal’ review of performance
or ability – exams at any time, in-course assignments,
practicals etc.
The purpose of assessment
Record
achievements
• Inform
student
• Reassures
clients,
public,
taxpayers,
employers
• Enhances
attainment
Promote
learning
• Steering
effect
• Feedback
• Lifelong
learning
Quality control
• Programme
evaluation
• Staff
development
Types of Assessment?
Summative assessment
Primary purposes
 Assessment of learning
 Records achievement
 Informs decisions about
readiness to progress
 Reassures clients,
public, taxpayers,
employers
Accumulative assessment
Formative assessment
Primary purposes
 Assessment for
learning
 Promotes appropriate
learning
 Feedback
 Lifelong learning
Diagnostic assessment
Continuous assessment: A combination of summative and
formative assessment. Usually involves repeated summative
assessments. Marks recorded.
Simple suggestions?....
1. Clearly define the learning outcomes.
2. Select teaching and learning methods that
are likely to ensure that the learning
outcomes are achieved.
3. Choose a technique or techniques to assess
the achievement of the learning outcomes.
4. Assess the learning outcomes and check to
see how well they match with what was
intended
Tuning Links Learning to Assessment
First, needs analysis = students required performance
This informs the intended assessment.
Write LOs to tell students and staff what is intended.
Use LOs to write new assessments / exams
ACHIEVED
Learning Outcomes
INTENDED
Learning Outcomes
STUDENTS
Learning Behaviours
Achievements
- INTENDED
Assessment
THE Assessment
Assessment Design Must Match Learning
Constructive Alignment …….
Learning Outcomes
Learning Behaviours
Assessment
formative
summative
sampling
format
setting
timing/frequency
compensation/hurdles
Adapted from John Biggs 1996
Constructive alignment
• Constructive alignment is the deliberate linking within
curricula of aims, learning outcomes, learning and teaching
activities and assessment.
• Learning Outcomes state what is to be achieved in fulfilment
of the aims.
• Learning activities should be organised so that students will
be likely to achieve those outcomes.
• Assessment must be designed such that students are able to
demonstrate that they have met the learning outcomes.
• Constructive alignment is just a fancy name for “joining up the
dots”.
(Morss and Murray, 2005)
How do we join the dots???
Learning outcomes
Module ED2100
Teaching and Learning
Activities
Assessment
10 credit module
Mark = 200
Cognitive
•Recognise and apply the basic
principles of classroom
management and discipline.
•Identify the key characteristics of
high quality science teaching.
•Develop a comprehensive portfolio
of lesson plans
Lectures (12)
End of module exam.
Tutorials (6)
Portfolio of lesson plans
Affective
•Display a willingness to co-operate
with members of teaching staff in
their assigned school.
•Participate successfully in Peer
Assisted Learning project
Participation in mentoring feedback
sessions in school (4)
Psychomotor
•Demonstrate good classroom
presentation skills
•Perform laboratory practical work in
a safe and efficient manner.
Observation of classes (6) of
experienced science teacher
(mentor)
(100 marks)
Report from school mentor
Participation in 3 sessions of UCC
Peer Assisted Learning (PAL)
Programme.
End of project report.
Peer group presentation
(50 marks)
Teaching practice
6 weeks at 2 hours per week.
Supervision of Teaching Practice
Laboratory work
Assessment of teaching skills
(50 marks)
10
Cognitive
domain
Methods of assessment
Knowledge
Oral or/and written exam; testing,; maps of
concepts; citation of texts, rules, facts by heart
Comprehension
Narration, presentation, essay, testing, writing of a
diary
Application
Practical work, testing
Analysis
Essay, project work, testing, maps of cencepts, case
analysis
Synthesis
Bibliography or literature lists, review of information
sources, portfolio methods
Evaluation
Eessay, research work, projects, case analysis,
protfolio method, presentations
• MCQs
• SAQs
• Essays
Tools of Assessment
theoretical / applied knowledge
 Practical exams / Lab / Recital / Clinical /Pres
 Continuous assessment of performance
 Continuous assessment of professionalism
 Multi-source feedback (self and peer feedback)
 Log books and Portfolios
Linking Learning Outcomes, Teaching and Learning
Activities and Assessment
Learning Outcomes
Teaching and Learning
Activities
Assessment
Cognitive
(Demonstrate:
Knowledge, Comprehension,
Application, Analysis,
Synthesis, Evaluation)
Lectures
•End of module exam.
•Multiple choice tests.
•Essays.
•Reports on lab work
and research project.
•Interviews/viva.
•Practical assessment.
•Poster display.
•Fieldwork.
•Clinical examination.
•Presentation.
•Portfolio.
•Performance.
•Project work.
•Production of artefact
etc. 13
Tutorials
Discussions
Laboratory work
Affective
(Integration of beliefs, ideas and
attitudes)
Clinical work
Group work
Seminar
Psychomotor
(Acquisition of physical skills)
Peer group presentation
etc.
The level (quality) of Learning Outcome
achievement?
 Rubric: A grading tool used to describe the criteria
which are used in grading the performance of
students.
 Rubric provides a clear guide as to how students’
work will be assessed.
 A rubric consists of a set of criteria and marks or
grade associated with these criteria.
14
Example from Music
• Most degree programmes conclude with a final recital,
assessing achievement of the LOs for the Principal
Study. Many generic LOs are supposedly tested here:
communication, autonomy, etc.
• Assessors are usually professional musicians with little
interest in ‘Generic Learning Outcomes’! At most, they
will probably accept breaking their evaluation down
into technique, artistic interpretation and presentation
• t is therefore in the Criteria developed for use by
assessors that the Course Designers can ensure that no
key Generic Learning Outcome is overlooked
Linking learning outcomes and assessment criteria
Assessment criteria
Learning outcome
On successful
completion of this
module, students
should be able to:
Summarise
evidence from the
science education
literature to
support
development of a
line of argument.
Grade 1
Grade 2 : 1
Grade 2 :2
Pass
Fail
Outstanding
use of
literature
showing
excellent ability
to synthesise
evidence in
analytical way
to formulate
clear
conclusions.
Very good use
of literature
showing high
ability to
synthesise
evidence in
analytical way
to formulate
clear
conclusions.
Good use of
literature
showing
good ability
to synthesise
evidence in
analytical
way to
formulate
clear
conclusions
Limited use
of literature
showing
fair ability
to
synthesise
evidence to
formulate
conclusion
s.
Poor use of
literature
showing lack
of ability to
synthesise
evidence to
formulate
conclusions
16
Assessment strategy
Work during seminars
in the classroom
Assessment strategy and criteria
Weight in
percents
20 %
Time of
Assessment criteria
assessment
Teaching weeks 2 points: actively participates in discussions, answer questions, formulate problems
within semester and raises questions, gives critical comments;
1 point: participates in discussions, answers questions;
Written assignment
30 %
(15 pages)
Until December
1.
0 points: almost does not participate in discussions, missed more that 1/3 seminars
The following aspects of work are evaluated:
-Structure and volume of
the work: structure clear and logical, shows all necessary
parts (introduction, where theme, aims, goals, methods and empirical material are
introduced; narrative, where analysis of empirical information and its interpretation as
well as conclusions are presented), work of necessary length (0,5 points);
-Analysis
and conclusions: profound analysis, conclusions based on empirical material
2 points; analysis is carried out but not deep, conclusions not always well grounded –
1 point, points are not given for poor analysis.
-Research
style and culture: appropriate treatment of sources and quotations;
formulations and style appropriate to scientific work (0,5 points).
Egzaminas: test (could 50 %
be planned in 2 parts:
at the middle of the
term and the end of
the term)
January
No written work – 0 points
Test consists of 50 open and closed questions (various level of difficulty - from
understanding to evaluation), each gives 1 point. Evaluation:
5: Excellent knowledge and skills. Evaluation level. 45-50 correct answers.
4: Good knowledge and skills, minor mistakes are possible. Evaluation level 35-44
correct answers.
3: Fair knowledge and skills. There are mistakes. Evaluation level. 25-34 corrects
answers.
2: Knowledge and skills are below average. Essential mistakes. Level of knowledge
applicability. 15-24 correct answers.
2011.05.12/13
1: Knowledge and skills meet threshold requirements. Many mistakes. Level of
knowledge applicability 5-14 correct answers.
Steps in writing assessment criteria
Consider LO you test
(e.g. demonstrate a
critical awareness of
modern world urban
development)
Consider assessment
task (e.g. presentation
on a real case study)
Think of requirements for or attributes
of successful performance of
assessment task (requirements for
presentation; clarity, fluency.
Requirements for “critical awareness”
- knowledge of different theories,
analysis of the case study, personal
arguments.
Specify the range of
contextual factors and
the level (e.g. which
theories students are
expected to know)
Focus on what is
essential and express
requirements in
clearly worded criteria
Determine threshold
(pass/fail) standards
(Unacceptable and
acceptable results)
Agree on and describe
intermediate levels
and connect them to
your grading scale
Check that the criteria
are measurable and
clear (ask your peers)
Repeat steps 3,4,5
until you are satisfied
Planning the assessment 1
- Blueprinting the Programme LOs Programme
LOs
Course 1
PLO 1 PLO 2 PLO 3 PLO 4 PLO 5
✓
Course 2
✓
Course 3
Course 4
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
Planning the assessment 2b
- Blueprinting detailed/module LOs Programme
LOs
Programme LO
Perform Lab Work
Module
LOs
K&U
Course
1
Course
2
Course
4
✓
1
Pract. Profession
Skill
alism
✓
✓
Programme
LO 2
Communicate advances
K&U
Analysis
Verbal/
written
skills
✓
✓
✓
✓
PLOs
Planning assessment 3
PLO 1 Assessment Tools v LOs
PLO 2
Blueprinting
Perform Lab Work
Module
LOs
K&U
Course 1
✓
✓
MCQ
Practical
Skills
Profession
alism
Course 2
Oral pres
Practical
Peer
feedback
K&U Analysis
✓
✓
SAQ
Course 4
Communicate advances
✓
✓
✓
✓
✓
✓
Verbal/writt
en skills
✓
✓
✓
✓
✓
Assessment on module level
Module
LO 1
LO 2
LO 3
LO 4
LO 5
LO 6
Task
1
Task
2
Task
3
Exam
Isn’t the fist LO assessed too much? Is there no need to asses LO2? Do we need to assess LO 1, 3, 4 5 and 6
during the exam? What LO are assessed during the task 3? Is exam a real tool of assessment? Why so many LO
are assessed in in the exam when other tasks/methods are also used?
Suggestions
Avoid too many LOs per course unit. It is
important when it comes to Assessment
It is unreasonable for assessors to have to
evaluate students against too many LOs in one
assessment
Too many assessments per unit is inefficient
Linking LO and activities (Deusto case. Statistics)
The main goal of the course is to provide the students with a set of competences for the
understanding and application of statistical concepts and techniques in engineering
disciplines. These competences can be classified as general competences and specific ones:
Specific competences
CE 1. Identify situations with a random behaviour and calculate probability of these phenomena.
CE 2. Know, identify and classify random variables from different sources of information.
CE 3.Identify and solve problems in which the studied variable follows a known probability
distribution. To build up and validate suitable statistical models for real problems.
CE 4. Know the use of estimation and inference in order to study the behaviour of a model
through a sample of the population under study.
CE5. Assess the importance of statistics and its proper use in specific engineering problems.
General competences
TIME MANAGEMENT. Distribute time equally depending on priorities, taking into account
personal objectives. Define, organize and plan activities.
Domain level 2: define and sort objectives and plan individual activity over the medium and long
terms (from various weeks to half a year).
TEACHING-LEARNING STRATEGY (Deusto case)
Classroom activities (69 hours)
- Lectures explaining the theoretical material: 40 hours
- Resolution of exercises and example problems: 23 hours.
- Continuous assessment: 3 hours.
- Final assessment: 3 hours.
Out-of-class activities (81 hours):
- Individual study of lecture material: 32 hours.
- Undertaking of proposed exercises and revision: 20 hours.
- Undertaking of intermediate mileposts and final presentation:
11 hours
- Preparation for exam: 18 hours.
ASSESMENT SYSTEM (Deusto case)
–Exercises to be handed in at the end of each
subject, accounting for 15% of the final grade.
–Presentation of a course summary accounting for
10% of the final grade.
–Three continuous assessment tests consisting of
medium difficulty exercises undertaken in the
classroom during lecture time, accounting for 75%
of the final grade.
If a grade of at least 50% is obtained with the
deliverable exercises, the continuous assessment
tests and the presentation, it will not be necessary to
take the final exam and the grade will be that
obtained up to this time.
ASSESMENT SYSTEM (Deusto case)
If the student does not obtain at least a 50% of the
grades, he or she has to:
–do the end-of-term examination consisting of four
or five problems of medium difficulty, accounting
for 75% of the final grade.
–deliver the failed or non-given tasks.
–present again the course summary.
Quality Assurance: Process and
outcomes
Tuning distinguish two types of indicators to measure the quality
of programmes:
• The process itself for (re)designing, developing, implementing,
evaluating and enhancing degree programmes
• The outcome of the process : the minimum requirements should have
been met
For both purposes Tuning has developed checklists:
1. Tuning List of Key Questions for Programme Design and Programme
Delivery, Maintenance and Evaluation in the Framework of the Bologna
Reform (Annex 1)
2. Tuning Checklist for Curriculum Evaluation
Tuning approach for designing study programmes
Identify needs
and
necessary
resources
Quality
Enhancement
Profile
Identify LA
In terms
of Generic
and
Subject
Specific
Compentences
Academic
structure
Approaches
and content
to
(modules and
Teaching
student
Learning
workload /
and
ECTS credits) Assessment
Tuning Process
THE TUNING DYNAMIC QUALITY DEVELOPMENT CIRCLE
Definition of
academic and
professional profiles
Identification
of resources
Programme design: definition of
learning outcomes /
competences
Evaluation
and
improvement
(on the basis of
feed back and
feed forward)
Selection of types of
assessment
Construction
of curricula:
content and
structure +
balanced
ECTS credit
allocation
Selection of teaching and
learning approaches
Programme assesment (W. E. Deming)
Implement
changes
Analyse data,
report, decide
on changes
Act
Plan
Check
Do
Design process
components
Implement the
plan
Programme and course unit
assessment
INDIRECT:
 Alumni survey and
meetings
 Graduating student
survey
 Focus groups interviews
 Employer survey/
interview
 Parents survey/
interview
DIRECT:
 Assessment that
directly measures
achievement of LO
(exams, portfolios, test)
 Analysis of the study
results/marks (module
and programme levels)
 Drop out rates
 Students and teacher
opinion
Student workload – issue to consider
(input: Give me time to think, U-ty of Oulu)
• Preliminary work before contact hours;
• Contact hours;
• Individual work after contact hours. Individual
work will depend on study methods used.
Suggestied proportions of contact and
individual work hours depending on study
methods
Teaching/learning methods
Traditional lecture
Passive demonstration
Active learning
Team work
Execution of tasks
Active demonstration
Problem based learning
Seminars
Contact hours
1
1
1
1
1
1
1
1
Individual work (h)
3
2
2-3
2
3
2
5
2-4
Time allocated for the tasks depends on the type of the activity/task
• Written assignment. Time calculation - 100 words/1 hour.
• Presentation. 1 hour presentation requires min. 6 hours of
preparation.
• Reading literature. Students must know whether literature is
compulsory (for passing the exam) or complimentary. The text
will be well understood after third reading (three staged of
reading: perusal, analitical reading with notes; repetition)
• 100 pages of easy text requires 20 hours. 100 pages of
difficult text or text in foreign language requires 30 hours.
Recommendations for calculation
of reading the text
Complexity of
the text
Time Necessary for deep reading
Humanitarian text
Technical text
Easy
100 word/min
60 word/min
Average difficulty
70 word/min
40 word/min
Difficult
40 word/min
25 word/min
Difficult mathematical equations
1 equation/min