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Assessment for Learning
Tuesday 12th October, 2004
Sheffield Hallam University
Approximately 30 delegates headed to Sheffield to attend the event on
assessment for learning. The Centre for Bioscience has recently published
a book Self- and
Peer-assessment: guidance on practice in the biosciences and during
the morning delegates had the opportunity to hear from its author, Paul
Orsmond and two contributors to the case studies, Rob Reed and Barbara
Cogdell. The afternoon covered broader aspects of assessment and the chance
to hear and learn from research projects investigating assessment practices
that promote learning. Summaries of the presentations and links to copies
of the slides are given below
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Programme
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| 10.00 |
Registration; Tea and Coffee |
| 10.20 |
Welcome and Introduction to the day |
| 10.30 |
Introduction to Assessment for Learning
Richard Rayne, Birkbeck College and OLAAF project |
| 10.45 |
Self- and Peer-Assessment for Learning
Paul Orsmond, Staffordshire University |
| 11.15 |
Discussion |
| 11.30 |
Peer and self assessment in writing and reviewing an article for a scientific magazine
Rob Reed, Northumbria University
- The session will describe in practical terms a case study for implementing peer/self assessment with a group of second year biosciences students at Northumbria (writing an article for a scientific magazine). The presentation will explain how the assignment was planned, how it has operated over the past couple of years and how it might be further developed.
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| 12.00 |
Peer assessment of group work in a large class
Barbara Cogdell, University of Glasgow |
| 12.30 |
Lunch |
| 1.15 |
Assessment Activity |
| 2.15 |
>Refreshments |
| 2.30 |
Confidence-based marking: the proper strategy for exams
Tony Gardner-Medwin, University College London
- Exams should establish the extent to which students can produce responses that are accurate, considered, justified and well calibrated for reliability. Confidence-based marking (CBM) is a strategy to encourage reflection, and reward correct judgement of reliability. Our objectively marked exams show much improved statistical reliability with CBM, compared to conventional marking, with no sign of gender differences, perceived unfairness or perplexity on the part of students.
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| 3.00 |
OLAAF - Online Assessment and Feedback
Richard Rayne, Birkbeck College |
| 3.30 |
Plenary - finish by 4.00 pm |
PDF summary
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