Professional Development Programme

Assessment for Learning

Wednesday 13th April, 2005

University of Reading

This, the third of a series of meetings to promote assessment for learning was attended by thirty-eight delegates. As with the first two meetings the day focused on peer- and self-assessment but other aspects were also considered.

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'

Programme

10.00	Registration; Tea and Coffee
10.20	Welcome and Introduction to the day
10.30	Introduction to Assessment for Learning Professor Ian Hughes, Co-Director, Centre for Bioscience
10.45	Self- and Peer-Assessment for Learning Paul Orsmond, Staffordshire University Paul will discuss the benefits to student learning of using self- and/or peer-assessment
11.15	Discussion
11.30	Peer-Assessed Problem-Based Case Studies Liz Folland, University of Plymouth Students in higher education are often equipped with compartmentalised learning experiences that provide them with subject-specific discipline knowledge and skills. However this knowledge often leads to a fragmented information base which in turn is frequently inadequate when students are faced with complex problems from the real world of industry. The provision of problem based learning, enhanced through applied case studies, can provide learners with opportunities to integrate their discipline knowledge. This in turn enables students to derive solutions that encompass learning from various academic modules and so broaden and deepen their knowledge. By utilising real problems, highlighted by commercial interests, students gain first hand experience of problem solving within an industrial context, and also see the potential applications of their knowledge which will sustain them in their future careers. This presentation will discuss the value of peer-assessed, problem- based learning with reference to a particular case study and the impact on students and teaching staff.
12.00	Peer Assessment of Laboratory Reports Professor Ian Hughes, University of Leeds From practicals to essays - making peer assessment work to save staff time and enhance student learning.
12.30	Lunch
1.15	Assessment Activity Facilitated by Paul Orsmond
2.15	Peer and Self Assessment of Oral Presentations; Effects of Learner Attributes Dr Mark Langan, Manchester Metropolitan University A case study will be presented examining the implementation of peer and self assessment schemes into a second year residential field course, a joint venture between two Universities. Oral presentations were considered useful for exploring potential bias of peer and self assessments since they are commonly used, rapid to complete and assess and very difficult to anonymise. The effects of learner attributes (e.g. gender, university affiliation, participation in the development of the assessment criteria) and presentation structure (e.g. positioning of the talk in the session, duration of presentation) are examined. The marking ranges are also related to assessment type for student and tutor awarded marks. Overall, general linear models indicated that grades generated by peer assessment were associated more strongly with tutor awarded marks than those from self assessment, but grades were influenced by many of the recorded learner attributes and aspects of the presentation structure.
2.45	Refreshments
3.00	Assessment of Work-Based Learning Dr Stephen Gomez, University of the West of England This session will present some of the work of PROFILE - A Flexible, Generic System to Support the Assessment for Academic Credit of Work-Based Learning within Non-Vocational Bioscience Sandwich Degrees
4.00	Plenary - finish by 4.15 pm

PDF summary

View reports from related events

Assessment for Learning Cardiff University
Assessment for Learning Sheffield Hallam University	Assessment for Learning University of the West of England

Also

Self- and Peer-Assessment: Guidance on Practice in the Biosciences

Assessment Audit Tool

The Higher Education Academy

Centre for Bioscience

Centre for Bioscience, The Higher Education Academy