Defining Learning and Assessment
Learning as a change in knowledge, attitudes, skills and habits
Assessment as the assignment of numerals to a phenomenon, content, or behaviour with a view to systematically interpret it
Learning is boosted when there is feedback
Assessment information is feedback and it provides an opportunity to a learner to improve oneself
Sometimes assessment can be as useful as good instruction for learning
Timely, detailed, and frequent feedback is essential for high learning
The distinction between summative and formative assessment is superficial as both types of assessment can provide feedback
Assessment and Learning
Assessment of learning (Summative assessment, no feedback)
Assessment for learning (Formative assessment, feedback)
Assessment as learning (Assessment as part and parcel of learning, the primary purpose of assessment becomes learning, while the secondary purpose remains grading)
The Teacher
The Learner
The TechnologyThe Context
ContentPedagog
y
Assessment
Learning Goals
Learning-teaching andAssessment System
Validity of Assessment
Validity is defined as the way a measure assesses what is it is supposed to assess
What a question, an assignment or a quiz is supposed to measure?
It may mean different things to different people
Therefore, there is a need for agreement
Thus, the criteria for assessment have to be developed. These are also known as rubrics
For assessment, rubrics have to operationalised
Rubrics can be measured using both ordinal and interval scales and both should be measured for assurance and grading purposes, respectively
Criterion Based Assessment
Just as the content of a course flows from the CLOs, each assessment component and its rubrics should also emanate from CLOs
The development of assessment rubrics have to be discussed at BoS and Area level so that their face validity is established
Each Rubric can be assessed using three basic levels: Below Expectations; Meets Expectations; and Exceeds Expectations (Let us keep it simple)
Each level should have sufficient description of the rubric and expectations
Each assessment unit can be evaluated suing 10 point scale
The distribution of points among levels can be: Below Expectations (1-3); Meets Expectations (4-7); and Exceeds Expectations (8-10)
The whole system should be transparent and the student should know the assessment scheme, including rubrics and their description
InstitutionalMission
CourseLearning
Outcomes
Programme EducationalOutcomes
GraduateAttributes
ProgrammeLearning
Outcomes
1. Development of institutional mission2. Development of programme educational outcomes3. Development of graduate attributes4. Development of programme learning outcomes (using feedback from different stakeholders)5. Designing of student experience through curricular, co-curricular, and extra-curricular activities6. Mapping of PLOs with different courses (High, medium, low)7. Mapping of PLOs with different co-curricular and extra-curricular activities8. Development of course learning outcomes
Performance Criteria
Feedback from
Stakeholder
Faculty Community Engagement
Course Learning
Outcomes
SessionLearning
Outcomes
Pedagogies
Assessment Rubrics and
Tools
CourseContent
1. Development of course learning outcomes2. Mapping of CLOs with different sessions3. Determination of content, pedagogies and
assessment rubrics and tools on the basis of CLOs4. Mapping of CLOs with assessment rubrics and tools5. Engagement of faculty community in each activity
Assurance of Learning
IndirectAssessment
DirectAssessment
1 Student satisfaction survey2 Alumni learning survey3 Recruiter surveyIndependent
AssessmentEmbeddedAssessment
1 Standardised testing2 Capstone course3 Integrated simulation test4 National level test5 Pre test-post test evaluation
1 Rubric bases assessment2 Assessment of student learning on the different levels of a rubric3 Statistical analysis of student achievement on different rubrics4 Development of strategies for improving student learning
Head and Committee
forAoLS
Rubrics Design, Development and Implementation
Criterion based assessment
Rubrics have to aligned with both content and assessment
Rubrics have to be valid; at least their face validity has to be established
In other words, rubrics have to be jointly decided by a group of faculty
Rubrics should be both general and specific
Rubrics can be changed on the basis of the experience of faculty during assessment
Ultimately, rubrics have to focussed on learning through feedback and self-assessment
Roles, Committees and Responsibilities for AoLS
Appointing one person and a committee at the institute level to oversight AoLS
Appointing one person for each programme to supervise AoLS
Training faculty in AoLS
Preparation and documentation of assessment data for each course by course faculty
Collection of reports by course coordinator
Sampling courses for assessment [For record purposes)
Collection and analysis of data
Preparation of AoLS report for the subject
Discussion of all assessment report in Area/programme/BoS
Dos and Don’ts in Assurance of Learning Standards
Dos Plan it elaborately
Conduct faculty training
Create appropriate roles and structure
Make everything clear to students
Improve course and curriculum on the basis of feedback
Keep record at individual, programme and institution level
Don'ts Equate marking with rubric
assessment
Develop rubrics without high rigour and community engagement
Leave it to an individual faculty. AoLS is the responsibility of the academic community
Make it too complex
Implications of Assessment As Learning
Learning is the centre of activities, assessment is the background
There should be several and diverse assessment activities
Each assessment activity has to be followed by feedback
Over a period of time, an instructor should develop and store the examples of different levels of learning for different assessment activities
There should be an audit of assessment tools and assessed work from time to time
Faculty should be trained in using Assessment As Learning
A Senior Professor should lead the initiative so that it gets credence