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

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

Deuterium on Venus: Observations from Earth

In view of the importance of the deuterium-to-hydrogen ratio in understanding the evolutionary scenario of planetary atmospheres and its relationship to understanding the evolution of our own Earth, we undertook a series of observations designed to resolve previous observational conflicts. We observed the dark side of Venus in the 2.3 micron spectral region in search of both H2O and HDO, which would provide us with the D/H ratio in Venus' atmosphere. We identified a large number of molecular lines in the region, belonging to both molecules, and, using synthetic spectral techniques, obtained mixing ratios of 34 plus or minus 10 ppm and 1.3 plus or minus 0.2 ppm for H2O and HDO, respectively. These mixing ratios yield a D/H ratio for Venus of D/H equals 1.9 plus or minus 0.6 times 10 (exp 12) and 120 plus or minus 40 times the telluric ratio. Although the detailed interpretation is difficult, our observations confirm that the Pioneer Venus Orbiter results and establish that indeed Venus had a period in its early history in which it was very wet, perhaps not unlike the early wet period that seems to have been present on Mars, and that, in contrast to Earth, lost much of its water over geologic time

Near-infrared oxygen airglow from the Venus nightside

Groundbased imaging and spectroscopic observations of Venus reveal intense near-infrared oxygen airglow emission from the upper atmosphere and provide new constraints on the oxygen photochemistry and dynamics near the mesopause (approximately 100 km). Atomic oxygen is produced by the Photolysis of CO2 on the dayside of Venus. These atoms are transported by the general circulation, and eventually recombine to form molecular oxygen. Because this recombination reaction is exothermic, many of these molecules are created in an excited state known as O2(delta-1). The airglow is produced as these molecules emit a photon and return to their ground state. New imaging and spectroscopic observations acquired during the summer and fall of 1991 show unexpected spatial and temporal variations in the O2(delta-1) airglow. The implications of these observations for the composition and general circulation of the upper venusian atmosphere are not yet understood but they provide important new constraints on comprehensive dynamical and chemical models of the upper mesosphere and lower thermosphere of Venus

Spaceborne radar observations: A guide for Magellan radar-image analysis

Geologic analyses of spaceborne radar images of Earth are reviewed and summarized with respect to detecting, mapping, and interpreting impact craters, volcanic landforms, eolian and subsurface features, and tectonic landforms. Interpretations are illustrated mostly with Seasat synthetic aperture radar and shuttle-imaging-radar images. Analogies are drawn for the potential interpretation of radar images of Venus, with emphasis on the effects of variation in Magellan look angle with Venusian latitude. In each landform category, differences in feature perception and interpretive capability are related to variations in imaging geometry, spatial resolution, and wavelength of the imaging radar systems. Impact craters and other radially symmetrical features may show apparent bilateral symmetry parallel to the illumination vector at low look angles. The styles of eruption and the emplacement of major and minor volcanic constructs can be interpreted from morphological features observed in images. Radar responses that are governed by small-scale surface roughness may serve to distinguish flow types, but do not provide unambiguous information. Imaging of sand dunes is rigorously constrained by specific angular relations between the illumination vector and the orientation and angle of repose of the dune faces, but is independent of radar wavelength. With a single look angle, conditions that enable shallow subsurface imaging to occur do not provide the information necessary to determine whether the radar has recorded surface or subsurface features. The topographic linearity of many tectonic landforms is enhanced on images at regional and local scales, but the detection of structural detail is a strong function of illumination direction. Nontopographic tectonic lineaments may appear in response to contrasts in small-surface roughness or dielectric constant. The breakpoint for rough surfaces will vary by about 25 percent through the Magellan viewing geometries from low to high Venusian latitudes. Examples of anomalies and system artifacts that can affect image interpretation are described

Mesoscale subduction at the Almeria-Oran front. Part 2: biophysical interactions.

This paper presents a detailed diagnostic analysis of hydrographic and current meter data from three, rapidly repeated, fine-scale surveys of the Almeria–Oran front. Instability of the frontal boundary, between surface waters of Atlantic and Mediterranean origin, is shown to provide a mechanism for significant heat transfer from the surface layers to the deep ocean in winter. The data were collected during the second observational phase of the EU funded OMEGA project on RRS Discovery cruise 224 during December 1996. High resolution hydrographic measurements using the towed undulating CTD vehicle, SeaSoar, traced the subduction of Mediterranean Surface Water across the Almeria–Oran front. This subduction is shown to result from a significant baroclinic component to the instability of the frontal jet. The Q-vector formulation of the omega equation is combined with a scale analysis to quantitatively diagnose vertical transport resulting from mesoscale ageostrophic circulation. The analyses are presented and discussed in the presence of satellite and airborne remotely sensed data; which provide the basis for a thorough and novel approach to the determination of observational error