Integrated assessment : new assessment methods literature review

The assessment of students in higher education performs a number of functions, some of which may not always be compatible with each other. Traditionally, the role of the assessor has involved determining the level of competence displayed in undertaking the task, and ideally, offering feedback on future learning needs (Rowntree, 1987). Assessment also provides grading for students’ work, allowing comparison of performance across a class, and across the curriculum for individual students. The subsequent gaining of a degree or professional qualification depends on students successfully completing a set of specified assessment tasks across the prescribed curriculum. As such, there may be stakeholders beyond the higher education institution, such as employers, regulatory bodies or clients, who believe the assessment process as being akin to certification or professional gatekeeping (Younes,1998). In professional courses such as social work, passing certain assessment tasks may be associated with notions such as fitness to practice and eligibility for professional registration as a social worker with the Scottish Social Services Council (SSSC) or similar bodies in England, Northern Ireland and Wales, and beyond the United Kingdom. In terms of gatekeeping, assessment tasks may not only restrict who gains certification on exiting an educational programme, but also who is admitted in the first place. For example, requirements by registration authorities that students admitted to social work programmes have achieved specified levels of literacy and numeracy will require appropriate assessment tasks to determine equivalence for those entrants who have not achieved formal qualifications in these areas. Entry point assessments may also be used to determine whether credit should be granted on the basis of prior learning or experience (Slater, 2000) or to identify areas in which additional training may be required (Shera, 2001) In addition to gatekeeping, assessment clearly has a vital role to play in the ongoing development of learning and teaching strategies. It can be crucial in determining what, why and how students learn (Brown, Bull and Pendlebury, 1997) and there is increasing recognition of the necessity to align learning and assessment tasks, so that learning and assessment become aligned rather than being somewhat independent of each other (Biggs, 2003). Furthermore, in an era when evaluation of teaching is often reduced to student satisfaction surveys, critical reflection on work submitted for assessment can serve as an alternative method of evaluating the success of teaching. The nature of assessment has changed considerably since the 1970s, and is ongoing. The key changes have included moves from written examinations to coursework assignments and more emphasis on student participation in assessment (self and peer assessments), processes rather than products, and on competencies rather than content (Brown et al., 1997). Even the more traditional forms of assessment such as essays and examinations have undergone considerable innovations. Yet, in practice these seemingly radical changes may be more a wish list than a statement of fact. In actuality, some new forms of assessment, such as self and peer assessment may simply have been added onto rather than replaced more traditional modes of assessment (Cree, 2000). Changes to assessment in social work tend to reflect changes in higher education more widely such as the emergence of competency based and modular approaches to learning, as well more proceduralised assessment processes necessary to cope with higher numbers of students (Cree, 2000). There is considerable divergence of opinion amongst the social work education community in the United Kingdom as to whether such changes actually benefit social work students and their learning (eg Clark, 1997; Ford and Hayes, 1996; O’Hagan, 1997; Shardlow and Doel, 1996). There have also been concerns expressed as to whether some new forms of assessment are actually capable of achieving the learning they claim to facilitate Boud, 1999; Entwistle, 1990; Taylor, 1993). This report was commissioned by the Scottish Institute for Excellence in Social Work Education (SIESWE) as a resource on assessment for the development of the new social work degree in Scotland and provides an overview of the current literature on assessment methods being utilised in social work education both in the United Kingdom and beyond. This report begins by reviewing the various methods of assessment in social work education which were found in the literature. We then go on to explore the developing literature on the involvement of persons other than social work academics, such as students and service users, in the assessment process. Finally, we consider the importance of developing and assessment strategy which might incorporate these various different forms of assessmen

Chapter 4: New Assessment Methods

The OTiS (Online Teaching in Scotland) programme, run by the now defunct Scotcit programme, ran an International e-Workshop on Developing Online Tutoring Skills which was held between 8–12 May 2000. It was organised by Heriot–Watt University, Edinburgh and The Robert Gordon University, Aberdeen, UK. Out of this workshop came the seminal Online Tutoring E-Book, a generic primer on e-learning pedagogy and methodology, full of practical implementation guidelines. Although the Scotcit programme ended some years ago, the E-Book has been copied to the SONET site as a series of PDF files, which are now available via the ALT Open Access Repository. The editor, Carol Higgison, is currently working in e-learning at the University of Bradford (see her staff profile) and is the Chair of the Association for Learning Technology (ALT)

Methods For Fuzzy Demand Assessment For IT Specialties

The rapid development of information technologies and their penetration into various spheres of human activity cause a sharply increased demand for IT specialists, in many countries of the world far exceeding the supply on them. High rates of technological transformation contribute to the diversification of the IT segment of the labor market, on the one hand, stimulate the disappearance of some and the emergence of new IT specialties, on the other. This creates a discrepancy between the structure of IT-related education and the labor market demand for IT specialists of the required profile and determines the relevance of developing methods for assessing the demand for IT specialties.This article is devoted to the study and solution of the problem of identifying the demand for IT specialties in the absence of accurate and complete information about the situation in the IT market segment. For the assessment of IT specialties and their ranking by the degree of demand in the labor market, the tasks of making individual and group decisions in the context of fuzzy initial information are formulated and solved. The methodological basis of the tasks posed is multi-criteria decision support methods based on fuzzy relations of expert preferences.The proposed approach as a mathematical tool for minimizing the structural imbalance of supply and demand for IT specialties is one of the components of the system of intellectual management of the labor market of IT specialists. The latter is designed to support the adoption of scientifically based management decisions to eliminate the mismatch of supply and demand in the IT segment of the labor market in professional, quantitative and qualitative sections

Engine non-containment: UK risk assessment methods

More realistic guideline data must be developed for use in aircraft design in order to comply with recent changes in British civil airworthiness requirements. Unrealistically pessimistic results were obtained when the methodology developed during the Concorde SST certification program was extended to assess catastrophic risks resulting from uncontained engine rotors

Sustainability Assessment Methods for the Gulf Region

This paper describes the development of a sustainability assessment framework designed to be used in the Gulf Region, which is an area which has experienced large scale building development and also a region in which sustainability assessment is not yet widely used. The complexity and time resources needed to apply existing methods act as a deterrent to active use. Three well-known methods available at the time of the study were investigated in some detail. These were: BREEAM Gulf; Green Building Council LEED; and Estidama Pearl. Cross comparisons of the factors involved in each method were carried out on several levels including: theoretical comparison; practical development and usability; compliance with regulations and standards; and ability to achieve synchronization. A considerable degree of compatibility was found to exist between the methods, particularly if focused on key criteria. As a result a new and specific framework was developed which grouped 24 indicators under five principal headings: site/location, biodiversity and accessibility; energy; water; occupant well-being; and resources and wastes. This new framework was then evaluated by testing with practitioners resulting in confirmation of 20 out of the 24 indicators, and identification of suitable benchmarks

Integrated assessment : new assessment methods evaluation of an innovative method of assessment-critical incident analysis

For many people, the term “assessment” is associated with tasks, which are less than inspiring, which are undertaken only because they are hurdles, which must be crossed in order to achieve some form of accreditation or to enable entry into work or a further course of study. In this worldview, what is important for the student is the final determination or grade assigned to their work. While summative assessment, in which students submit work that is marked by experts and which contributes partially or fully to a final grade, plays an important role in the lives of students and educators, contemporary thinking about “assessment” is much more expansive

Integrating methods for ecosystem service assessment and valuation: mixed methods or mixed messages?

A mixed-method approach was used to assess and value the ecosystem services derived from the Dogger Bank, an extensive shallow sandbank in the southern North Sea. Three parallel studies were undertaken that 1) identified and quantified, where possible, how indicators for ecosystem service provision may change according to two future scenarios, 2) assessed members of the public's willingness-to-pay for improvements to a small number of ecosystem services as a consequence of a hypothetical management plan, and 3) facilitated a process of deliberation that allowed members of the public to explore the uses of the Dogger Bank and the conflicts and dilemmas involved in its management. Each of these studies was designed to answer different and specific research questions and therefore contributes different insights about the ecosystem services delivered by the Dogger Bank. This paper explores what can be gained by bringing these findings together post hoc and the extent to which the different methods are complementary. Findings suggest that mixed-method research brings more understanding than can be gained from the individual approaches alone. Nevertheless, the choice of methods used and how these methods are implemented strongly affects the results obtained