Assessment innovation and student experience: a new assessment challenge and call for a multi-perspective approach to assessment research

The impact of innovative assessment on student experience in higher education is a neglected research topic. This represents an important gap in the literature given debate around the marketization of higher education, international focus on student satisfaction measurement tools and political calls to put students at the heart of higher education in the UK. This paper reports on qualitative findings from a research project examining the impact of assessment preferences and familiarity on student attainment and experience. It argues that innovation is defined by the student, shaped by diverse assessment experiences and preferences and therefore its impact is difficult to predict. It proposes that future innovations must explore assessment choice mechanisms which allow students to shape their own assessments. Cultural change and staff development will be required to achieve this. To be accepted, assessment for student experience must be viewed as a complementary layer within a complex multi perspective model of assessment which also embraces assessment of learning, assessment for learning and assessment for life long learning. Further research is required to build a meta theory of assessment to enhance the synergies between these alternative approaches and to minimise tensions between them

Student projects: plagiarism and assessment

Within the Information Technology degree programme of the University of Reading, the students undertake a major project in their final year. The module is both a hurdle to an honours degree and significant in terms of assessment weighting. The two year history so far has shown that bad citation and plagiarism are issues, and in one case called for the due referral of a project report. In the light of experience to date, we are focusing firstly on plagiarism prevention, giving generic advice on report writing and citation practice, and secondly on detection. In the longer term, I believe we need to reflect on what capabilities we should be creating in our undergraduates and therefore what and how we should be assessing them

Closing the communications loop on the computerized peer‐assessment of essays

The use of self‐ and peer‐assessment is not new to higher education. Traditionally its use has required the complex and time‐consuming management of coursework submissions by the tutor, in an attempt to maintain validity and anonymity of the assessment process. In the last few years a number of computerized systems have been developed that are capable of automatically supporting, managing and performing the assessment process. The requirement for student anonymity and the release of the tutor from the process of marking have reduced the ability to develop the iterative process of feedback. This feedback is considered essential in supporting student learning and developing reflective practice. This paper describes the enhancement of a computerized assessment system to support anonymous computer‐mediated discussion between marker and marked having previously performed peer‐assessment. A detailed description is provided of the integrated assessment process, and an analysis of the use of this anonymous discussion is presented. Anonymous student feedback is presented and analyzed with respect to the perceived benefits of using the system with respect to enhancing the student learning process

Teaching Competency of Teacher of Building Drawing Skill In SMK N 1 Sedayu Bantul

Teacher is an important element for the improvement of Indonesia’s education because teacher has a role to delivery subject matter directly to the student. The teacher must have good teaching competency so the aim of learning can be achieved. This research is explain how teaching competency in productive subject matter, building drawing course in SMK N 1 Sedayu Bantul. In this research the writer take research object was 6 teachers of building drawing course in SMK N 1 Sedayu Bantu. Data collection technique was indirect observation in 3 kinds of questionnaire. First questionnaire was for student participant, the second was for head master participant. The questionnaire consisted of 4 answer choice, (BS) very good, (B) good,(K) minus,(KS) very minus. The third was portfolio questionnaire for teacher participant. Data of this research was analyzed with descriptive statistics technique and descriptive quantitative. Result of the research show that in general teaching competency teacher in productive subject matter, building drawing course SMK N 1 Sedayu Bantul can be categorized in good category. From 6 indicators of teaching competency 83,3% were good and 16,66% was minus. The indicators categorized as good category were indicator of teaching instrument usage, giving motivation, indicator of assessment, the use of teaching method, interaction between teacher and student, However, for presentation matter was categorized as minus. Second, result of this research indicated that there was correlation between head master assessment and student assessment for teaching competency. The student assessment was more objective than head master’s assessment because the number of student was bigger than the number of head masters that just one person. The student had enough time to fill up the questionnaire so the result was more accurate. The student was more understand because the teacher aught them every day. Third, this research indicated that there was no correlation between assessment of teacher portfolio and their teaching competency, it means, for the student, high result of portfolio assessment didn’t increase the teachers’ teaching competency. So, portfolio assessment can’t be absolute reference to assess the teacher competency. Keyword: Teaching competency, Productive subject matter, Pedagogic competency, Personal competenc

Student Assessment And Misconceptions Of Photosynthesis: A Notion Of Shifting Perspective

Photosynthesis topic is as a compulsory topic ineducation typically in the second year of secondary high school. There is perception of some students that the photosynthesis topic is difficult to learn by student. This paper will clarify questions such as what assessment does mean, what student misconceptions in photosynthesis are, how teachers deal with student misconceptions, and last, why do teachers, school and curriculum need to change perspective in assessment. Based on the discussion, there are some parts that need to be reaffirmed. The teachers should not just recognize assessment as a formal paper, but in term of perspective and classroom instruction. It should be actualized in teaching-learning that there is no judgement of right and wrong for students in leaning.  Thus, dealing with student conception could be difficult for the teacher. The principal way is the teacher needs to be clear on the topic's planning and negotiate the meaning of all representations used in the classroom. Changing the type of assessments does not just simply mean changing teaching strategies or having appropriate types of assessment tool, but it could be a powerful source when it is integrated in the curriculum

Mindful Assessment in Support of Student Learning.

This article takes a critical look at inherited assessment practices, and explores alternative, more mindful approaches. Rather than just measure student performance levels at the end of a unit, educative assessment should provide information that can actually help improve student performance. Mindful assessment is an embodied, affective, and cognitive experience that undergirds and celebrates the entire learning process. We propose and provide examples of dialectical evaluative practices that invite students into, guide students through, and take students beyond learning in the classroom in ways that honor their agency as whole persons

Effective Student Outcomes Assessment Plan Reform Strong Undergraduate Curriculum Plan

The undergraduate curriculum committee from the Bob L. Herd Department of Petroleum Engineering at Texas Tech University has made significant modifications that were determined by a systematic student outcomes assessment plan. This paper shows how the department assessment plan facilitated continuous actions of improvement and ultimately provides an example of how a strong undergraduate curriculum plan was constructed. The paper highlights the details of the department assessment plan, such as how ABET student outcomes are mapped to department undergraduate courses, what assessment tools were used, when data were gathered and evaluated, and how the analysis of data was utilized to implement actions of improvement. Finally, the paper provides two examples of significant actions of improvement, made based on the department assessment and evaluation plan.Cockrell School of Engineerin

Blended e-learning skeleton of conversation: improving formative assessment in undergraduate dissertation supervision

The supervision of undergraduate student dissertations is an area in need of research. Although some studies have already addressed this, these are primarily based on academic staff responses. This study contributes to knowledge by gathering the responses of students and focusing on formative electronic assessment. Data was collected using a student focus group and student questionnaire. The findings suggest that good supervisor-student communication is crucial to the supervision process and a number of students felt unhappy with this aspect. It is suggested that to improve the undergraduate student dissertation experience, a combination of face-to-face and electronic formative assessment is used. In addition, the Blended E-learning Skeleton of Conversation model provides a sound theoretical framework that could guide supervisors and students in the supervision process. This model is advocated for use in dissertation module design and in supervisor development