Assessment as Learning Kathie Ardzejewska Ph D Manager

Pre-service teachers The challenge & considerations • Meeting the Graduate Teacher Standards • Authentic

The evidence from the literature constructivist assessment • Provide students with opportunities to evaluate

• Active participants in the construction of their knowledge • What the students

The Task and the Criteria • Design questions: • that demonstrate ability to apply

SOLO - Structure of Observed Learning Outcome (Biggs& Collis, 1982)

What the students said • The questions allowed me to synthesis (sic) the content

References • Ahn, R. , & Class, M. (2011). Student-Centered Pedagogy: coconstruction of knowledge

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Assessment as Learning Kathie Ardzejewska (Ph. D) Manager Learning and Teaching Office Oncology Network: Retired on 14 March, 2016 from http: //oncologynews. com. au/indigenous-and-torres-strait-islanders-higher-rates-of-cancer/

Pre-service teachers The challenge & considerations • Meeting the Graduate Teacher Standards • Authentic • Often challenge to real world view • Lots of information • Not coming to tutorials prepared • Keeping them engaged when they want to go • Variation in tasks to prevent ‘cheating’ Retrieved from Reconciliation Australia on 14 March 2016 fromhttp: //www. australiaday. org. au/ australia-day/reconciliation/

The evidence from the literature constructivist assessment • Provide students with opportunities to evaluate work as strategic part of teaching design (Sadler, 2010) • Students developing explicit & tacit knowledge so they can recognise & judge quality & explain judgements • Assessment literacies (The Higher Education Academy, 2012) • A tool of inquiry; learning & assessment are intertwined (Ahn & Class, 2011) • Students generated exam in small-group collaboration

• Active participants in the construction of their knowledge • What the students said • This exercise equipped me to undertake the mid-term much more thoroughly, knowing the exam questions in advance became moot; I know the material so much more deeply through the exercise and with new perspectives

The Task and the Criteria • Design questions: • that demonstrate ability to apply the information • applying the SOLO taxonomy • that are structurally sound • Select an appropriate stimulus that demonstrates content knowledge & also assist students to activate their knowledge • Reflect on the purpose of the questions • Provide & seek feedback (in order to be eligible to pass) • Feedback is provided through the LMS

SOLO - Structure of Observed Learning Outcome (Biggs& Collis, 1982)

What the students said • The questions allowed me to synthesis (sic) the content & present the knowledge I obtained. The creative concept created a feeling of autonomy/freedom which made the reading enjoyable • Improve & enhanced my formatting of questions in future experiences • I found that it helped me grasp a better understanding of the content because I had to look at it in a different way to form questions

References • Ahn, R. , & Class, M. (2011). Student-Centered Pedagogy: coconstruction of knowledge through student-generated midterm exams, International Journal of Teaching and Learning in Higher Education, 23(2), 269 -281. • Biggs, J. B. & Collis, K. (1982). Evaluating the Quality of Learning: the SOLO taxonomy. New York: Academic Press. • Earl, L. (2003). Assessment as Learning: Using Classroom Assessment to Maximise Student Learning. Thousand Oaks: Corwin Press. • Sadler, D. R. (2010). ‘Beyond feedback: developing student capability in complex appraisal’, Assessment & Evaluation in Higher Education, 35(5), 535 -550. • Taras, M. (2010). ‘Using Assessment for Learning and Learning from Assessment’, Assessment & Evaluation in Higher Education, 27(6), 501510. • The Higher Education Academy. (2012). A marked improvement: Transforming assessment in higher education. York: Author.