Académique Documents
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Culture Documents
Open University
Assessment in
Open and Distance
e-Learning
July 10-August 12, 2017
Topic 1: Principles
of Assessing
Student Learning
University of the Philippines
Open University
PRINCIPLES OF ASSESSMENT
What are principles of assessment?
● The principles of assessment is a set of
statements that serves as the foundation of the
assessment practice of an educational
organisation and its members.
It is
● a declaration of belief
● an organisation's current and future actions,
and
● tools for policy formation, operations guide,
systems
view of DE Teaching and learning
Student support
Principles
1. Assessment and feedback for learning should facilitate flexibility and choice.
2. Assessment and feedback for learning should support development as a
learner.
3. Assessment and feedback for learning should foster interaction and dialogue
between students and staff.
4. Assessment and feedback for learning should develop skills and attributes in
addition to subject knowledge.
5. Assessment and feedback for learning should promote a positive impact on
student confidence and motivation.
UK National Union of Students' (NUS) Ten Principles of
Effective Feedback and Assessment (2015)
Principles Notes
1. There should be a range of assessment mechanisms that are linked to learning outcomes Diverse forms of assessment at a
and test competencies that graduates will need. Students should be involved in designing or variety of appropriate times
choosing these assessment mechanisms.
2. Assessment criteria should be clear, linked to learning outcomes and easily accessible to Assessment criteria
students. Students should be supported to understand them and to understand what
constitutes academic misconduct.
3. Submission processes should be simple for the student and electronic where possible. Submission processes
Processes should be appropriate to the assessment and accessible to all students.
4. Students should have their workload fairly distributed throughout the year, rather than Workload distribution
clustering deadlines together.
5. Approaches to anonymity should be decided in partnership between staff and students, with Anonymity and externality
the assumption that, unless decided otherwise, all summative assessments should be
anonymous (as far as is possible). Appropriate external input is sought during assessment to
ensure fairness and comparability.
6. Marks should be consistent across programmes, and the full range of marks should be used Marking consistency and distribution
across the institution.
7. Feedback should be given in time for students to act on it in their next piece of work. Feedback timeliness
8. Feedback should be constructive, helpful and detailed, to enable a student to understand Feedback quality
why they received the mark they got and what to do to improve for next time.
9. There should be opportunities for feedback on work that doesn’t contribute to the overall Formative assessment and
degree mark, in order to facilitate learning. feedback
10. Opportunities for peer learning and self-reflective exercises should be embedded in the Self-reflection and peer learning
curriculum.
The University of Melbourne's (UoM)
16 Indicators of Effective Assessment in Higher Education
(James, McInnis, & Devlin, 2002)
Indicator
1. Assessment is treated by staff and students as an integral and prominent component of the entire teaching and learning process
rather than a final adjunct to it.
2. The multiple roles of assessment are recognised. The powerful motivating effect of assessment requirements on students is
understood and assessment tasks are designed to foster valued study habits.
3. There is a faculty/departmental policy that guides individuals' assessment practices. Subject assessment is integrated into an
overall plan for course assessment.
4. There is a clear alignment between expected learning outcomes, what is taught and learnt, and the knowledge and skills
assessed — there is a closed and coherent "curriculum loop".
5. Assessment tasks assess the capacity to analyse and synthesise new information and concepts rather than simply recall
information previously presented.
6. A variety of assessment methods is employed so that the limitations of particular methods are minimised.
7. Assessment tasks are designed to assess relevant generic skills as well as subject-specific knowledge and skills.
8. There is a steady progression in the complexity and demands of assessment requirements in the later years of courses.
9. There is provision for student choice in assessment tasks and weighting at certain times.
10. Student and staff workloads are considered in the scheduling and design of assessment tasks.
11. Excessive assessment is avoided. Assessment tasks are designed to sample student learning.
12. Assessment tasks are weighted to balance the developmental ("formative") and judgmental ("summative") roles of assessment.
Early low-stakes, low-weight assessment is used to provide students with feedback.
13. Grades are calculated and reported on the basis of clearly articulated learning outcomes and criteria for levels of achievement.
14. Students receive explanatory and diagnostic feedback as well as grades.
15. Assessment tasks are checked to ensure there are no inherent biases that may disadvantage particular student groups.
16. Plagiarism is minimised through careful task design, explicit education and appropriate monitoring of academic honesty.
University of Strathclyde's (UoS)
Four Assessment and Feedback Principles (2014)
Principles Notes
Assessment and 1.1 Assessment and feedback activities are designed to foster student engagement, to support students’
feedback practices attainment of knowledge, understanding, and transferable skills.
promote effective 1.2 A range of assessment methods are used, increasing in complexity across a programme,
student learning. and taking into consideration student and staff workloads.
1.3 Assessment and feedback practices align with intended learning outcomes and assessment criteria,
and provide opportunities for students to be active participants in the process, including opportunities for
students to discuss feedback.
1.4 Timely, constructive, and supportive feedback is required to help students understand the extent to
which they have fulfilled the assessment criteria, and supports future development of students’ work.
Assessment and 2.1 Assessment tasks are appropriate to disciplinary and/or professional contexts.
feedback practices are 2.2 Assessment applies rigorous academic standards related to and across the discipline(s) or
appropriate, fair, and professional context and is based on clearly defined assessment criteria.
transparent. 2.3 Assessment grading and feedback is based solely on students’ achievement against criteria and
standards.
2.4 Assessment and feedback practices are fair, inclusive and accessible to all students.
Assessment and 3.1 Students are made aware at the beginning of a class of the purpose, weighting, and timing of
feedback practices are assessment, and of the importance of academic honesty in assessment.
clearly communicated to 3.2 Students are made aware at the beginning of a class of the nature and timing of feedback.
students and staff. 3.3 All students and staff are aware of the criteria and standards used to assess and provide feedback on
students’ work.
3.4 There are opportunities for students and staff to engage in a dialogue around assessment and
feedback, including opportunities for students to clarify feedback.
3.5 In each programme the processes for marking, moderation, and feedback are appropriate and fair and
are explained to students and staff.
Assessment and 4.1 Assessment and feedback activities, and the outcomes of assessment, are reviewed via the class
feedback practices are review and external examining processes.
continuously reviewed. 4.2 Assessment and feedback activities are continuously reviewed to ensure effective alignment with a
programme’s intended learning outcomes and graduate attributes.
4.3 Opportunities to develop effective practice and innovation in assessment and feedback are available to
all staff involved in assessment.
Boud's Ten Principles of Great Assessment Design (2007)
Principles
1. The activity is a learning experience
2. It is seen as valid and worthwhile
3. It actively promotes learning and skills beyond the act itself
4. The student is an active agent throughout
5. It has a strong positive backwash effect on learning during the course
6. It enables students to celebrate and portray achievements
7. It is part of a sequence of great designs over the course as a whole
8. It arises from a great learning environment
9. It is not excessively resource-intensive
10. It requires and prompts informed judgement
Rowntree's 17 Proposals for Better Assessment
(1977 as cited in Draper, 2008)
Proposal
1. Articulate the assessment criteria; including trying to express our implicit assessment-constructs.
2. Use more varied assessment methods. Make them educationally relevant.
3. Give credit for what learners learned, as well as whether they learned what we intended.
4. Assess "naturalistically" i.e. use assessment processes and products that are themselves educationally valuable.
5. Give learners maximum feedback (not just a grade or rank, but summative of their traits/qualities).
6. When criteria are judgmental, say (to learners) whether their performance is being compared to norms, criteria, our expectations,
or the learner's own previous performance.
7. Colleagues may have quite different perceptions.
Tenets
1. The debate on standards needs to focus on how high standards of learning can be achieved through
assessment. This requires a greater emphasis on assessment for learning rather than assessment of learning.
2. When it comes to the assessment of learning, we need to move beyond systems focused on marks and
grades towards the valid assessment of the achievement of intended programme outcomes.
3. Limits to the extent that standards can be articulated explicitly must be recognised since ever more detailed
specificity and striving for reliability, all too frequently, diminish the learning experience and threaten its validity.
There are important benefits of higher education which are not amenable either to the precise specification of
standards or to objective assessment.
4. Assessment standards are socially constructed so there must be a greater emphasis on assessment and
feedback processes that actively engage both staff and students in dialogue about standards. It is when
learners share an understanding of academic and professional standards in an atmosphere of mutual trust that
learning works best.
5. Active engagement with assessment standards needs to be an integral and seamless part of course design
and the learning process in order to allow students to develop their own, internalised, conceptions of standards
and monitor and supervise their own learning.
6. Assessment is largely dependent upon professional judgement and confidence in such judgement requires
the establishment of appropriate forums for the development and sharing of standards within and between
disciplinary and professional communities.
Common Ground
Nicol 7-10-11
Row ntree 17
Tenets 6
Boud 10
UoM 16
NUS 10
UofG 5
TO TAL
UoS 4
Themes
1. Participation of students in the
development of assessment 1 1 1 1 1 1 6
2. Alignment with learning objectives,
outcomes, or competencies 1 1 1 1 1 1 6
3. Self-assessment 1 1 1 1 1 5
4. Workloads/distribution of assessment
in course 1 1 1 1 1 5
5. Choice of assessment 1 1 1 1 4
6. Formative assessment/formative
feedback 1 1 1 1 4
7. Timely feedback 1 1 1 1 4
8. Clear assessment criteria 1 1 1 1 4
9. Peer-assessment 1 1 1 3
10. Constructive feedback 1 1 1 3
11. Generic skills/backwash 1 1 1 3
12. Motivation for learning 1 1 1 3
13. Marks/grades 1 1 1 3
14. Inclusive assessment/no biases
against groups 1 1 1 3
15. Variety/mix methods/types 1 1 1 3
16. Integration with course design and
learning 1 1 2
Changing Assessment Practices
https://www.testa.ac.uk/
Research Methods
● Programme audit
● Assessment Experience Questionnaire
(AEQ)
● Focus group with students
UPOU's Assessment Policies and
Practices Discourse
assessment
Challenges
meaning making of
integrity and massive data
academic
honesty
Peer
assessment Automation
transactional of
in MOOCs
distance assessment
and
feedback
variety and Learning
choices of analytics
assessment
References
Angelo, T.A., & Cross, K.P. (1993). Assessment techniques. A handbook for college teachers. 2nd ed. San Francisco: Jossey-Bass.
Berry, R. & Adamson, B. (Eds.). (2011). Assessment reform in education: Policy and practice. Dordrecht, Heidelberg, London, and New York:
Springer.
Boud,D. (2007). Great designs: what should assessment do?. Presentation for the REAP International Online Conference on Assessment Design
for Learner Responsibility, 29th-31st May, 2007. Retrieved from http://www.reap.ac.uk/reap/reap07/public/reap07/Boud-web/img16.html. Also
available at http://www.reap.ac.uk/reap/reap07/Portals/2/CSL/boud-pres/AssessmentREAPConference07Boud.zip.
Draper, S.W. (2007, May 27). A momentary review of assessment principles. Retrieved from http://www.psy.gla.ac.uk/~steve/rap/crev.html.
Gibbs, G. & Simpson, C. (2004) Conditions under which assessment supports student learning. Learning and teaching in higher education, 1, 3-31.
James, R., McInnis, C. & Devlin, M. (2002). Assessing Learning in Australian Universities. Ideas, strategies and resources for quality in student
assessment. Centre for the Study for Higher Education for the Australian Universities Teaching Committee, p.9. Retrieved from
http://www.ntu.edu.vn/Portals/96/Tu%20lieu%20tham%20khao/Phuong%20phap%20danh%20gia/assessing%20learning.pdf.
Jessop, T., El-Hakim, Y., & Gibbs, G. (2011, December). The TESTA project: Research inspiring change. Educational developments: The magazine
of the Staff and Educational Development Association Ltd., 12.4, pp. 12-16.
LearnTeachLead. (2014). Rethinking classroom assessment with purpose in mind. [Digital video]. Retrieved from https://vimeo.com/91663708.
References
Nicol, D. (2007). Principles of good assessment and feedback: Theory and practice. From
the REAP International Online Conference on Assessment Design for Learner Responsibility,
29th-31st May, 2007. Retrieved from http://www.reap.ac.uk/reap/public/Papers/Principles_of_good_assessment_and_feedback.pdf.
Nicol, D. (2015, September 15). Principles as discourse: A blueprint for transformational change in assessment. Presentation at Sheffield Hallam
University. Retrieved from https://www.slideshare.net/SHULT/principles-as-discourse-a-blueprint-for-transformational-change-in-assessment .
Nicol, D., Draper, S., & Creanor, L. (2007). Re-Engineering Assessment Practices Project (REAP) completion report. Retrieved from
http://www.reap.ac.uk/reap/public/Report/ProjectDoc/reap_completion_report_aug07.pdf.
Nicol, D., & Draper, S. (2009). A blueprint for transformational organisational change in higher education: REAP as a case study. In M. Mayes, D.
Morrison, H. Mellar, P. Bullen & M. Oliver, Transforming higher education through technology-enhanced learning. York, U.K.: The Higher Education
Academy. Retrieved from https://www.heacademy.ac.uk/knowledge-hub/transforming-higher-education-through-technology-enhanced-learning.
National Union of Students. (2015). Assessment and feedback benchmarking tool. Retrieved from
http://www.nusconnect.org.uk/resources/assessment-and-feedback-benchmarking-tool.
References
Palloff, R. M., & Pratt, K. (2003). The Virtual Student: A Profile and Guide. San Francisco: Jossey -
Bass, pp. 101 – 102.
Palloff, R. M., & Pratt, K. (2009). Assessing the online learner. Resources and strategies for faculty.
San Francisco, California: Jossey-Bass, p. 30-43.
Price, M., O'Donovan, B., Rust, C., & Carroll, J. (2008, December). Assessment standards: A
manifesto for change. Brookes eJournal of Learning and Teaching, 2(3). Retrieved from
http://bejlt.brookes.ac.uk/paper/assessment_standards_a_manifesto_for_change-2/ .
REAP. (n.d.). Assessment and feedback principles: Rationale and formulation. In Re-engineering
assessment practices in higher education. Retrieved from
http://www.reap.ac.uk/TheoryPractice/Principles.aspx .
Rust, C. (2007). Towards a scholarship of assessment. Assessment & Evaluation in Higher Education, 32(2), pp. 229-237.
Draper, S. (2008, April 9). Rowntree's 17 proposals for better assessment. Retrieved from http://www.psy.gla.ac.uk/%7Esteve/best/rowntree.html. Originally published
in Rowntree, D. (1977) Assessing students: How shall we know them? London: Kogan Page.
University of Glasgow. (n.d._1). The Principles of Assessment and Feedback for Learning. Assessment and Feedback Toolkit. Retrieved from
http://www.gla.ac.uk/services/learningteaching/aftoolkit/enhancingaf/principles/.
University of Glasgow.(n.d._2). Leading enhancement in assessment and feedback. Assessment and Feedback Toolkit. Retrieved from h
ttp://www.gla.ac.uk/services/learningteaching/aftoolkit/policyandpractice/leaf/.
University of Strathclyde. (2007). Overview of Professor David Boud: Keynote theme 2. In the REAP07: Assessment design for learner responsibility [Website].
Retrieved from http://www.reap.ac.uk/reap/reap07/ConferenceSessions/Keynotesessions/ProfessorDavidBoudKeynotetheme2/tabid/269/Default.html.
University of Strathclyde. (2017). Re-engineering assessment practices in higher education. [Website]. Retrieved from http://www.reap.ac.uk/Home.aspx.
University of Strathclyde. (2017b). Assessment principles: Some possible candidates. In Re-engineering assessment practices in higher education. Retrieved from
http://www.reap.ac.uk/reap/resourcesPrinciples.html.
This concludes topic
1. Kindly do the
related activity(ies)
in the MOOC site.
Thank you.