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Assessment for Learning
Tuesday 11th January, 2005
Cardiff University
This
event will provide you with the opportunity to hear and learn from research
projects investigating assessment practices that promote learning. You
will also be able to discuss your assessment practice and learn from the
experience of bioscience colleagues who have tried peer-, self- and other
forms of assessment.
Having attended you will take away:
- practical suggestions for improving assessment
- examples of a range of peer- and self-assessment practices
from bioscience departments
- a copy of 'Peer and Self Assessment: guidance on practice in
the Biosciences'
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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
Anne Crook, University of Reading
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| 10.45 |
Self- and Peer-Assessment for Learning
Paul Orsmond, Staffordshire University |
| 11.15 |
Discussion |
| 11.30 |
Implementing Self- and Peer-assessment of Posters
Victor Kuri, University of Plymouth |
| 12.00 |
Peer-Assessment of Laboratory Reports
Centre for Bioscience |
| 12.30 |
Lunch |
| 1.15 |
Assessment Activity |
| 2.15 |
Refreshments |
| 2.30 |
An investigation of undergraduate assessment in the new 3-3-3 system
Anne Crook, University of Reading |
| 3.00 |
Using a conceptual framework to enhance assessment - experiences from the FAST project
Steve Swithenby, The Open University and FDTL4 FAST project
- The Formative Assessment in Science Teaching FAST Project is an HEFCE funded collaboration between the Open University, Sheffield Hallam University and 13 other universities. The aim is to improve the effectiveness of assessment in promoting learning. An action research methodology is followed with university teachers exploring their practice within a theoretical framework of 11 conditions that are believed, when met, to lead to effective learning. These conditions are elaborations of the crucial roles of engagement and feedback.
- FAST has developed a number of investigative tools that teachers may use to explore their assessment practice, including questionnaires and feedback coding methodologies. To date, these have been applied in 30 projects with consequent changes in pedagogy. In this talk, I will describe the work of the FAST project and the framework we use. These ideas will be illustrated by accounts of the development work taking place within Biosciences. In particular, I will comment on work aimed at understanding written feedback and its effectiveness.
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| 3.30 |
Plenary - finish by 4.00 pm |
PDF summary
Related resources
Assessment for Learning Sheffield Hallam University
Assessment for Learning University of the West of England
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