Sometimes you want to try something new or you want to improve your testing methods, but you don't know how. Or you are not familiair which kind of methods in assessment are available at this moment.
On this part of the website different ideas for assessment are presented. But if you have questions or ideas you can always contact us.
On the website of score.hva.nl you can find very practical (Dutch) information about almost every aspect of assessment presented by the University of Applied Sciences of Amsterdam.
Learning from assessment
Every year the 'platform of learning from assessment' (a collaboration of different Universities of Applied Sciences) organises a meeting in which experts present, exchange and discuss diverse aspects of assessment in higher education.
Professor Tinto is Distinguished University Professor at Syracuse University and until recently Chair of the Higher Education Program. He has carried out research and has written extensively on higher education, particularly on student success and the impact of learning communities on student growth and attainment. Visit the website of professor Tinto to learn more about student success.
"Team-Based Learning is an evidence based collaborative learning teaching strategy designed around units of instruction, known as modules, that are taught in a three-step cycle: preparation, in-class readiness assurance testing, and application-focused exercise. A class typically includes one module" (teambasedlearning.org).
Soon there will appear a Teaching Topic about 'Team-based learning'. Here you can find further information about all Teaching Topics and the related Lunch & Learn sessions that are organised.
Presentation of a team-based learning worksession at our University of Twente
Students learn a lot when they are involved in their own learning process (Vermunt & Sluijsmans, 2015). Subsequently, they can also learn a lot when you involve them in the design process of your education including assessments (Bron & Veugelers, 2014).
7 ways to involve students in summative assessment
The University of Applied Science of Amsterdam listed 7 ways to involve students in summative assessment:
- Involve students in formulating the learning goals
- Involve students in formulating the assessment criteria
- Involve students in the choice of assessment methods
- Self-assessment by students
- Peer-assessment by students
- Evaluating the tests by giving students feedback.
Here you can find more detailed information about every aspect (Dutch).
"If we want to develop an understanding of the pedagogy of the subject we teach, we have to start somewhere and making sense of what seems central and often difficult to grasp by most learners, is a good place to begin our inquiry. A tendency among academic teachers is to stuff their curriculum with content, burdening themselves with the task of transmitting vast amounts of knowledge bulk and their students of absorbing and reproducing this bulk. In contrast, a focus on threshold concepts enables teachers to make refined decisions about what is fundamental to a grasp of the subject they are teaching. It is a ‘less is more’ approach to curriculum design" (Glynis Cousin, 2006).
In this video Ray Land, a plenary speaker at Elon University's 2011 Teaching and Learning Conference, outlines a new analytical framework to inform programme design and assessment, building on the notion of 'Threshold Concepts'.
You use interactive assessment tools to get insight into their understanding of the material. For example, during your lecture you can check on what level of understanding the students master the material, or see if there are any misconceptions.
Learning analytics is the collection, analyses and interpretation of data about students in education, with the purpose to improve the quality of education (SURF - learning analytics). As a teacher it can give you insights into the activities of students, but also as a student it can be helpful to get insight in your own learning activities and performance.
Application learning analytics with assessment
The collection of data received by learning analytics can consist of tests grades, learning activities, learning goals etc. Therefore, data received from assessment activities can be combined with other data. For example, tests results with learning materials. Hereby, you can analyse the relation between the students' results and the used materials, which subsequently can give you insight into your choice of these learning materials.
Literature & websites
- In search for the most informative data for feedback generation: Learning Analytics in a data-rich context - Tempelaar, Rienties, Giesbers, 2014.
More practical information is given here (Dutch).
Peer review is a learning activity in which students give each other feedback. It can foster the learning process and facilitate the learning in a way that students are able to understand the material on a higher level.
use of peer review
To use peer review you have to think about the organisation to use it effectively. How, what and when is it useful to use it in your lessons? This video explains about the scripting of peer review (Dutch).
How to use peer-review?
(moet nog uitgewerkt)
Example of peer-review
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