A dialogical approach to developing professional competence in assessment

Improving the students learning experience is closely connected with the promotion an implementation of an assessment strategy whose effectiveness relies on the quality of the formative aspect. Assessment can promote or hinder learning and it is therefore a powerful force to be reckoned within Education. The literature on assessment makes it quite clear that assessment shapes and drives learning in powerful, though not always helpful, ways (Ramsden, 1997). If we assume that assessment should maximise the opportunities for those assessed to learn and develop, the tendency to reduce assessment purely to a classification device should be counteracted. The demonstration of knowledge should reflect deeper forms of learning rather that regurgitation and parroting of undigested information. Furthermore while traditional forms of assessment such as essays and end of term examinations -which are still predominantly used in higher education in Ireland as the sole assessment methods- may be valid and reliable methods for collecting evidence of acquisition of theoretical knowledge, they rarely afford students the opportunity to apply knowledge to key professional scenarios. Recent studies (Hyatt, 2005; Juwah & al., 2004; Bryan & Clegg; 2006; (Swinthenby, Brown, Glover, Mills, Stevens & Hughes, 2005; Nicol, 2010; Torrance & Prior 2001) have advocated the encouragement of dialogue around learning and assessment as a means to enhance the formative aspect of assessment. Pedagogical dialogue and formative assessment share common principles such as the emphasis on the process (MacDonald, 1991); the need for negotiation of meaning and shared understanding of assessment criteria (Boud, 1992; Chanok 2000; Harrington & Elander, 2003; Harrington & al., 2005; Sambell & McDowell ;1998; Higgins Hatley& Skelton, 2001; Norton, 2004; Price & Rust, 1999; O’Donovan, Price & Rust 2000; Rust, Price & O’Donovan, 2003) and the development of reciprocal commitment between assessors and assesses (Hyland 1998; Taras, 2001). This chapter describes the introduction of an assessment portfolio for module “Curriculum Assessment” informed by the above principles. The key outcomes from the three implementation and evaluation phases of the portfolio suggest that the format adopted promoted a shift of emphasis from assessment product to assessment process, the development of a shared understanding of assessment criteria, the establishment of a mutual relationship between assessors and assesses based on commitment and trust and heightened students and teachers’ self-awareness both in personal (efficacy) and professional (competence) terms. The research also highlights how multiple voices within the reflective evaluation process can contribute significantly to the restructuring and development of the future curriculum and assessment method that closely meets the need of learners

Assessment for learning and motivation

Assessment is a fundamental driver of what and how students learn. Originally assessment tasks were seen as a straightforward measurement tool; in recent times, however, educators have realised the potential to use this tool in more powerful ways and issues of quality assessment and student motivation have been discussed within current pedagogical theories. When assessment tasks are embedded in the teaching and learning framework, there is a greater chance that students will achieve the intended learning outcomes and be enriched by the experience. A diversity of assessment strategies is used in the teaching of Biology at the University of Western Sydney. These strategies include self reflective and self-evaluative exercises, pre and post quizzes for lectures, writing of dialogue, creating cartoons to explain concepts as well as the more traditional strategies of mid term assessments and summative theory and practical assessments. The aims are to encourage deep understanding and knowledge and develop metacognitive skills. A key feature of these assessment tasks has been their design. The setting of explicit quality criteria, and guidelines for marking and feedback, has involved students and teaching assistants. To evaluate the success of these teaching, learning and assessment strategies, focus groups and surveys of students and teaching assistants were done in 2005 and 2006. Students identified that an important feature of the teaching, learning and assessment strategies was the personal investment by lecturers and teaching assistants

Stakeholder perceptions of the feasibility of e-portfolio-based assessment of physical literacy in primary health and physical education

Background: Physical literacy (PL) is widely acknowledged as an integral component of high-quality physical education programmes. However, what constitutes appropriate assessment of PL remains a contested issue. This study drew on Whitehead’s conceptualisation of PL as a lifelong journey and investigated how primary school teachers can support students’ PL learning through innovative and engaging assessment methods. The study specifically examined the feasibility of using e-portfolios to facilitate quality PL learning and quality assessment in Physical Education (PE), from different stakeholder perspectives. Methods: This interpretive study employed a qualitative design and methods to investigate aspects of feasibility with three purposive participant samples, each bringing different perspectives to the inquiry: established leaders in the field with expertise in PL (n = 11), primary PE professionals with experience in PL and/or assessment (n = 5), and professionals with specialist knowledge in use of e-portfolios and digital technologies (n = 4). Semi-structured interviews with participants were audio-recorded and transcribed. Data was analysed using an inductive thematic approach to identify emergent themes. Results: All participants identified e-portfolios as a powerful tool for engaging students in their PL journey and facilitating opportunities for self-reflection and progress evaluation. Findings revealed insights into three overarching themes. These included: philosophical, pedagogical, and pragmatic considerations needing to be addressed for the successful implementation of e-portfolio assessment to support students’ PL journey. Philosophical alignment highlighted the need for teachers to identify the conceptualisation of PL that underpins and guides assessment practices. Pedagogical alignment necessitates student-centred approaches that foster self-reflection on PL development. Pragmatic alignment requires whole-school approaches to resourcing to facilitate e-portfolio assessment and PL development. Conclusion: Despite the inherent challenges and tensions associated with assessing PL, e-portfolios are identified as a potent tool for engaging primary aged students in their PL journey. Findings provide direction for primary educators looking to leverage e-portfolios as a means of promoting and supporting PL

Tutor roles in collaborative group work

Collaborative assessed group work can create challenges for both students and tutors. Both the benefits and challenges of assessed group work are discussed with particular reference to the context of teacher education. The relevance of action research, the concept of living theory and the ethical nature of tutor practice in relation to group work are considered. The concept of 'role' is used to analyse aspects of tutor practice based on outcomes from an extended process of action research. A description of one role system of different tutor roles is given as a prompt for reflection and self-study

Assessment for learning: the differing perceptions of tutors and students

The purpose of this study was to describe assessment practices as these were experienced by tutors and students in one higher education establishment. Eighty members of faculty staff (80% return) and 130 3rd-year undergraduates (100% return) completed a 40-item questionnaire on their experiences of assessment. The questionnaire included items on the purpose of assessment, the nature and demand level of the tasks which were assessed, the timing of assessment and the procedures for marking and reporting. Statistical analyses of the data showed that there was a significant difference of perception between the two groups. These results are discussed in terms of alternative theoretical models of assessment and suggest that while staff declared a commitment to the formative purposes of assessment and maintained that the full range of learning was frequently assessed, they engaged in practices which militated against formative assessment and authentic assessment being fully realised

Exploring Teachers\u27 Experiences with the Colonial Williamsburg Teacher Institute

This qualitative study explored the experiences of ten teachers who participated in the Colonial Williamsburg Teacher Institute (CWTI) during an 11-year period. The researcher used in-depth interviewing to identify why these teachers participated in this institute, what they experienced and learned during the institute, and how the institute influenced their teaching as well as student learning of early American history. The participants in this study identified similar reasons for applying to the institute, which included a desire to gain more knowledge and skills to improve their teaching of early American history. Seven themes emerged as participants described their experiences during CWTI. These themes included lessons learned, such as increased knowledge of early American history; perspectives on history, teaching, and professional development; useful materials and teaching resources; supportive people; rising to the challenges of the institute; respect and professional treatment; and experiences that were positive and fun. Participants described returning to their classrooms with improved enthusiasm, understanding, resources, knowledge and skills to improve their teaching of early American history. While utilizing different methods in their classrooms to improve their own instruction, these participants also felt responsible to share with colleagues what they had experienced and learned. In addition, some participants felt responsible for supporting improvements in colleagues\u27 classrooms. Since statewide assessment for elementary social studies in the state of California does not exist, participants self-described student learning in their classrooms as a result of CWTI. Participants reported an improvement of student interest in social studies, increased participation in social studies lessons, as well as improved achievement of knowledge and skills in early American history. CWTI provided a unique and impressionable professional development experience for these participants. Through their participation in this study and reflection on the experience and impact of CWTI, participants acknowledged powerful changes to their perceptions and practices of both social studies and professional development. The study concluded that CWTI makes a meaningful difference in the individual teaching practices and learning outcomes for participating teachers and their students, and that this organized, content-rich, experiential professional development program provides memorable and powerful opportunities for teachers to make lasting improvements in their practice

Seizing the Moment: Realizing the Promise of Student-Centered Learning

This brief outlines policy recommendations for supporting student-centered learning at the local, state, and federal level

Effective use of communication and information technology: Bridging the skills gap

There is a revolutionary culture change taking place within higher education in the United Kingdom. Part of this change is the adoption of new communication and information technologies (C&IT), such as the World Wide Web (WWW), for teaching, learning and assessment. Many academics have limited experience of the WWW for teaching and learning and perceive that the use of new technologies involves transferring traditional teaching methods into an electronic format, with no regard for the underlying pedagogical implications. Our current research with teaching staff has given insight into essential skills and competencies required to empower the use of C&IT bearing in mind the importance of the underlying pedagogy. In this paper we present an analysis of research carried out with academic staff members to determine the nature of staff and student skills needs regarding the use of C&IT in teaching and learning. This analysis is followed by a case study of how these findings were incorporated into the development and implementation of a staff development programme aimed at encouraging innovative teaching at the University of Strathclyde