This optional module is part of HSPED802 Optional modules.
We will define assessment and feedback literacy in higher education from international perspectives. Furthermore, we will examine how different types of assessment can effectively serve different purposes. We will also discuss on the development of different assessments and cultivation of feedback literacy among teachers and students through analyzing some examples. We will take into account the current landscape of AI and its implications for assessment for both teachers and students.
This will be a hands-on module, where we will practice designing different types of assessments and participants are encouraged to use their own materials from their own teaching practices. The main output will be the different assessments and reflection on designing them. The reflection will focus on what they have done well and in which aspects they can be improved. This module will be useful for all faculty who teach or supervise students in higher education especially those who are engaged in curriculum/course development.
Key Concepts
- Assessment & Assessment literacy
- Feedback literacy—teacher feedback literacy and student feedback literacy
- Assessment for learning (diagnostic assessment, formative assessment, peer assessment, self-assessment)
- Assessment of learning (summative assessment, external assessment, moderation of assessment)
Organization of module
This course is estimated 20 hours of work. There will be 8 hours of seminars, which will include lecturing, group discussions, and feedback. It is expected that participants use 2-3 hours reading background information and publications. Finally, it is expected that there will be roughly 8-9 hours of hands-on exercise where the participants will develop an assessment that they can use in their future work after the module is completed.
Form: In-person/digital seminars and preparation/practice in-between.
Learning platform: Canvas
Place: HVL Bergen
Seminars
Time for the two seminars:
- 9.30-15.00 on 13 February, 2024
- 9.30-12.30 on 9 April, 2024
Seminar 1: BACKGROUND & METHODS/TOOLS
Introduction:
- Assessment of learning
- Assessment for learning
- Different types of assessments for different purposes
- Case analysis
- Methods/tools of designing different assessment
- AI implications for assessment & course analytics
IN BETWEEN: HANDS-ON EXERCISE: DEVELOP ONE TYPE OF ASSESSMENT
Seminar 2: ASSESSMENT FROM THEORY TO PRACTICE: SHARING OF PRACTICE
Seminar 2 in campus Bergen: Assessment from theory to practice: sharing of practices
- Review and orientation
- Presentation and comments
- Collective reflection on and feedback for the module –assessment
- Summary and consolidation
Learning outcomes
This module has 2 in-person seminars.
- Before the 1st seminar, the participants will be expected to read some background literature and to watch and comment on tailor-made videos for the course
- 1st seminar work in disciplinary, interdisciplinary and international groups
- Before the 2nd seminar, the participants will be expected to work on their own assessment design, and share with group members and then read, comment and give feedback to each other on the design of different assessments.
- 2nd seminar presentation and feedback
After completion of this module, the participants will be able to:
- critically evaluate different types of assessments and give relevant comments and feedback for improvement
- demonstrate up-to-date awareness of assessment in the context of AI
- design high quality assessments for activities with different purposes
Evaluation
In addition to attendance, there are two main tasks
- to develop one type of assessment for participants’ own teaching or supervision
- to provide feedback (written before the seminar and verbally in class) to each other on the designed assessment.
Background literature
Anderson, L. W. & Krathwohl, D. R. (Eds.) (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. New York, Longman.
Carless, D. (2015) Excellence in university assessment: Learning from award-winning practice. London: Routledge.
Carless, D & Winstone, N. (2023) Teacher feedback literacy and its interplay with student feedback literacy, Teaching in Higher Education, 28 (1), 150-163, DOI: 10.1080/13562517.2020.1782372
EAT (©Evans, 2016) Evans Assessment Tool: Implementing a research-informed integrated assessment framework. Southampton: University of Southampton, UK
Evans, C. (2016) Enhancing assessment feedback practice in higher education: The EAT framework. Southampton: University of Southampton, UK.
Price, M. (2016) Promoting students’ assessment literacy. Wise Assessment Briefing No. 7, Wise Assessment Forum.
Sivan, A. (2000). The implementation of peer assessment: An action research study. Assessment in Education: Principles, Policy & Practice, 7(2), 193-213. https://www.tandfonline.com/doi/abs/10.1080/713613328
Recommended reading
Sivan, A. (2000). The implementation of peer assessment: An action research study. Assessment in Education: Principles, Policy & Practice, 7(2), 193-213. https://www.tandfonline.com/doi/abs/10.1080/713613328
Recommended reading for MUSIC
Brophy, T. S. (Ed.). (2019). The Oxford Handbook of Assessment Policy and Practice in Music Education. Oxford University Press.
Hanna, W. (2007). The new Bloom's taxonomy: Implications for music education. Arts Education Policy Review, 108(4), 7-16.
Lebler, D., Carey, G., & Harrison, S. D. (Eds.). (2015). Assessment in music education: From policy to practice. New York, NY: Springer International Publishing.
Payne, P. D., Burrack, F., Parkes, K. A., & Wesolowski, B. (2019). An emerging process of assessment in music education. Music Educators Journal, 105(3), 36-44.
Scott, S. J. (2012). Rethinking the roles of assessment in music education. Music Educators Journal, 98(3), 31-35.
Recommended reading for DRAMA
Cockett, S. (1998). Formative assessment in drama. Research in Drama Education, 3(2), 248-250.
Jacobs, R. (2022). Assessment in drama education. In The Routledge Companion to Drama in Education (pp. 137-150). Routledge.
Schonmann, S. (2007). Wrestling with assessment in drama education. Springer International Handbook of Research in Arts Education, 409.
Recommended reading for DANCE
Andersson, N. (2014). Assessing dance: A phenomonological study of formative assessment in dance education. Nordic Journal of Art & Research, 3(1).
Andrade, H., Lui, A., Palma, M., & Hefferen, J. (2015). Formative assessment in dance education. Journal of Dance Education, 15(2), 47-59.
Mabingo, A. (2022). Decolonizing assessment in dance education: Ubuntu as an evaluative framework in Indigenous African dance education practices. Journal of Dance Education, 1-12.
Recommended reading for VISUAL ART
Andrade, H., Hefferen, J., & Palma, M. (2014). Formative assessment in the visual arts. Art Education, 67(1), 34-40.
Castiglione, L. V. (1996). Portfolio assessment in art and education. Arts Education Policy Review, 97(4), 2-9.
Groenendijk, T., Kárpáti, A., & Haanstra, F. (2020). Self‐Assessment in art education through a visual rubric. International Journal of Art & Design Education, 39(1), 153-175.
Leong, S., & Qiu, X. L. (2013). Designing a ‘creativity and assessment scale’ for arts education. Educational Psychology, 33(5), 596-615.
Stake, R., & Munson, A. (2008). Qualitative assessment of arts education. Arts Education Policy Review, 109(6), 13-22.
Recommended reading for SPORTS/PHYSICAL EDUCATION
Arias, J. L., & Castejón, F. J. (2012). Review of the instruments most frequently employed to assess tactics in physical education and youth sports. Journal of Teaching in Physical Education, 31(4), 381-391.
López-Pastor, V. M., Kirk, D., Lorente-Catalán, E., MacPhail, A., & Macdonald, D. (2013). Alternative assessment in physical education: a review of international literature. Sport, Education and Society, 18(1), 57-76.
Welk, G. J., Corbin, C. B., & Dale, D. (2000). Measurement issues in the assessment of physical activity in children. Research quarterly for exercise and sport, 71(sup2), 59-73.