SELFASSESSMENT ACTIVITIES ONLINE Selfassessment is about students developing
SELF-ASSESSMENT ACTIVITIES ONLINE Self-assessment is about students developing their learning skills. . It is not primarily about individuals giving themselves marks or grades. And it is not about supplanting the role of teachers”. (Boud, 1995; p 17) Online Workshop/Webinar Charlie Reis Director PGCert February 2020
OBJECTIVES OF THIS SESSION • Understand the importance of student-self assessment for online learning; • Discuss how and why we will offer self-assessment opportunities for students in how we design learning; • Think about how self-assessment fits into capacitybuilding for the 21 st Century.
WHAT THIS SESSION IS NOT • A tutorial on setting up assessments on ICE; • A workshop of the qualities of summative assessments; • A session on peer assessments. Note: most of the ideas about self-assessment also apply to peer assessment. and the Educational Technologists have many resources on online instructor marking as well as peer assessment.
WELCOME While I am greeting you, as an icebreaker, please use our public chat to post your ideas about student selfassessment in an online environment. Please address: • What is self-assessment? • Why is it important for online learning and teaching? • What are the benefits? If we spend the hour talking about your ideas, that is an hour well spent; the ppt is available at: https: //ice. xjtlu. edu. cn/course/view. php? id=1605§ion=12.
WHAT IS SELF-ASSESSMENT “Self-assessment is defined as ‘the involvement of learners in making judgements about their achievements and the outcomes of their learning’ (Boud and Falchikov (1989; p 529) and ‘identifying standards and/or criteria to apply to their work and making judgements about the extent to which they have met these criteria and standards’ Boud (1995; p 4). ” (Wride, 2017)
WHAT IS SELF-ASSESSMENT “Self-assessment is defined as ‘the involvement of learners in making judgements about their achievements and the outcomes of their learning’ (Boud and Falchikov (1989; p 529) and ‘identifying standards and/or criteria to apply to their work and making judgements about the extent to which they have met these criteria and standards’ Boud (1995; p 4). ” (Wride, 2017) • Learner-centred, not teacher-centred; • Deeper learning; • Capacity building.
WHAT IS SELF-ASSESSMENT Self-assessment is assessment for learning about both knowledge and learning by students for students, and it is most useful during the course of study before taking exams. (Reis, Wednesday morning)
WHY SELF ASSESSMENT? My number one reason we should build selfassessment into our teaching is that we practice criteria-based assessment, so students should know what the criteria are and have some experience judging their work against it in order to do well when it matters.
THE BENEFITS OF SELF AND PEER ASSESSMENT FOR LEARNING Self and peer assessment has been shown to positively influence: • Achievement overall; • Meeting learning outcomes and making learning gains; • The gaps between students; • Ownership of learning; • Motivation and perseverance; • Reasoning and communication skills; • Study habits; • Seeking and finding support; • Self-regulation skills and metacognition; • Understanding/ application of criteria to work • A supportive classroom environment.
ACTIVITY 2 HOW TO SUPPORT SELF ASSESSMENT? Please post in our group chat a list of the ways you have and will support self-assessment, such as adding understanding checklists , setting SMART goals related to learning, or using reflective tasks about learning. Note that it will be difficult for me to talk and type simultaneously, so there might be moments of silence as I reply in writing.
IDEAS ABOUT HOW AND WHERE TO SUPPORT SELFASSESSMENT • • • Group chats and webinars; Forums; FAQs; Rubrics; Checklists; Response videos; Model assessment attempts; P 2 P developmental conversations; Other resources … Note: self-assessment is not about grading, it is about reflection.
IDEAS ABOUT HOW AND WHERE TO SUPPORT SELFASSESSMENT “Discussions [about self-assessment] may initially take the form of asking: ‘What would be the factors that characterised a good assignment on this course? Once this process has been completed, the elements of satisfactory criteria should be considered. This entails such information as: • The area to be assessed; • The aims of the assessment; • The standards to be reached. ” (Orsmond, 2004, p. 12)
IDEAS ABOUT HOW AND WHERE TO SUPPORT SELFASSESSMENT Then: Why did I get this feedback/this mark? What am I doing well? What could I do differently? Where do I need to improve or pay careful attention? What do I need to learn? Note these are the principles of quality feedforward and that they are all reflective questions.
HOW TO GET STARTED WITH SELF-ASSESSMENT We are now teaching online, so how will/would you approach getting started with engendering student self -assessment? In what order should we be doing to do this successfully? Please use the chat!
HOW TO GET STARTED WITH SELF-ASSESSMENT • Explain assessment for learning; • Explain the individual benefits ; • Criteria clear • FAQs, Rubrics and checklists; Tasks Scripts with Cautions; Reflective Anything; Improvement Portfolios. . . • Explicitly model; • Culture of trust; • Provide on-going support • Feedforward and availability; • Modelling videos; • Model assessment attempts with feedback and responses …
SELF-ASSESSMENT ‘CYCLE’
“SELF-ASSESSMENT IS A WASTE OF TIME” We can imagine both staff and students wondering why time should be spent on self-assessment, since it is not a learning outcome anywhere in our university. It is not assessed itself; it is also more to do in an already packed syllabus. What should we say in response?
“SELF-ASSESSMENT IS A WASTE OF TIME” Learning only for the looming summative assessment is an impoverished, superficial notion of education and cheapens the value of an XJTLU degree as it neglects the capacities students will need to actually use knowledge later or to become lifelong learners. Too argumentative?
SELF-ASSESSMENT AS CAPACITY BUILDING It is important to remember that we live and work in a world of increasing disruption and uncertainty, so being able to self-assess, especially in combination with having the grit to learn or grow, is increasingly becoming a necessity for success later in life for our students.
SELF-ASSESSMENT AS CAPACITY BUILDING “Self-assessment supports student learning and is one of the most important skills that students require for future professional development and life-long learning, as it develops their capacity to be assessors of learning. ” (Wride, 2017)
SELF-ASSESSMENT AS A PRINCIPLE OF LEARNING DESIGN As a final, reflective activity, please use the chat to come up with a guiding principle on incorporating selfassessment activities into learning. My idea would be to accompany each chunk of content with an activity for students to use or test their learning. Thanks!
SOURCES Boud, D. (1995). Enhancing learning through self-assessment. London: Kogan Page. Boud, D. , Falchikov, N. (1989). Quantitative studies of student self-assessment and peer assessment. Higher Education, 18 (5), 529– 49. Falchicikov, N. (2003) Involving students in assessment. Psychology Learning and Teaching, 3(2), 102 -108. Orsmond, P. (2004) Self- and Peer- Assessment: Guidance on Practice in the Biosciences. [online] Higher Education Academy. Available at: http: //www. bristol. ac. uk/medialibrary/sites/tel/documents/guides/self_and_peer_assessment. pdf. Accessed: 26 February, 2020. Wride, M. (2017) Guide to Self-Assessment. [online] Trinity College, Dublin. Available at: https: //www. tcd. ie/CAPSL/assets/pdf/Academic%20 Practice%20 Resources/Guide%20 to%20 Student%20 Self%20 As sessment. pdf. Accessed: 26 February, 2020.
WEB RESOURCES You can always email me at charlie. reis@xjtlu. edu. cn. We have also created a page for getting started thinking about online pedagogies: https: //ice. xjtlu. edu. cn/course/view. php? id=1605§ion=12.
THANK YOU VISIT US FOLLOW US WWW. XJTLU. EDU. CN @XJTLU
- Slides: 24