Practical assessment

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Practical Assessment

In this module, some tools used to assess students' practical skills are explored. The expectations and implications of marking practical skills in a variety of contexts such as workshops, clinical placements or industry settings are also investigated.

Assessing Practice

This involves both practical skills and practical experience.

Practical experience encompasses the skills but is much broader to include all the factors that make up the contextual complexity of a work environment.



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Activity
List your own experiences of practical assessment.

Consider why the choice was made to assess practice in the ways that you have identified? How did this relate to the context of both the learning and the assessment?



Collectively a workshop group explored different forms of practical assessment they had used:

  • Restaurant and café practice (real work experience)
  • Role plays (simulated work experience)
  • Clinic for counselling students
  • Placements with agencies
  • Project based
  • Electronic scenario based exercises
  • Presentations
  • Portfolio and case study of clinical/work experience
  • Product - sample
  • Clinical experience
  • Facilitate and take part in group work
  • Studio projects (teams of 3)
  • OSCE (objective structured clinical examination)
  • Video assessment


The group then undertook an exercise to create an origami paper cup. Once the product was complete they explored what criteria they would use to assess this skill


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Activity
Try the exercise.

Make a paper cup using the linked instructions.

Compare your criteria with that of the group.




Origami skill assessment criteria from workshop group.

This is a collation of all criteria. Smaller groups within the larger group focused on different criteria.

  • Fit for purpose - (potential that no other criteria necessary)
  • Had to hold water without leaking
  • Had to have symmetry
  • Health and safety – corners not too sharp
  • Speed
  • Quality
    • Precision of folds
    • Everything lined up
  • Overall presentation
    • No holes
    • No gaps


This exercise showed that the criteria can vary dependent upon what exactly you were looking for.

It also led to a revisit of the discussion on:

Norm based referencing – compare against others

Criterion based referencing – compare against set criteria

Norm referenced assessment

core definition

Norm-referenced assessment is the process of evaluating (and grading) the learning of students by judging (and ranking) them against the performance of their peers.

explanatory context

Norm-referenced assessment is contrasted with criteria-referenced assessment. The former tends to be relative to performance of others while the latter is based on performance against pre-set criteria.

Harvey, L., 2004–9, Analytic Quality Glossary, Quality Research International, http://www.qualityresearchinternational.com/glossary/

Criteria-referenced assessment

Criteria-referenced assessment: Criteria-referenced assessment is the process of evaluating (and grading) the learning of students against a set of pre-specified criteria.

Harvey, L., 2004–9, Analytic Quality Glossary, Quality Research International, http://www.qualityresearchinternational.com/glossary/



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Question

Should you assess a skill based upon how the performance of that skill compares to others or should you assessing the skill against set criteria?


Assessing Practical Skills

Consider the following questions by Phil Race (1999).



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Activity
Jot down or record your answers to the following questions:
  • What exactly are the practical skills we wish to assess?
  • Why do we need to assess practical skills?
  • Where is the best place to try and measure these skills?
  • When is the best time to measure practical skills?
  • Who is in the best position to measure practical skills?
  • Is it necessary to establish minimum acceptable standards?
  • How much should practice skills count for?


Consider your answers in relation to the comments below on assessing practical skills by Phil Race (1999).




What exactly are the practical skills we wish to assess?

a vast range of skills from deftness in assembly to speed and precision


Why do we need to assess practical skills?

"credibility of our courses often depends on what students can do when they enter employment".(Race, 1999, p 139)


Where is the best place to try and measure these skills?

Depends upon the context - may be laboratories or workshops; it may require real-life working situations.

When is the best time to measure practical skills?

Starting early in a course is preferable to allow for correction and improvement.


Who is in the best position to measure practical skills?

For many skills valid assessment requires detailed observation usually by a staff member, can be time consuming and threatening for students.


Is it necessary to establish minimum acceptable standards?

Again dependent upon context - a high level of skill is essential in areas such as surgery where as in other situations a reasonable level of skill may be acceptable


How much should practice skills count for?

Students often spend considerable time practicing skills, they need to be informed of how much is time required in relation to their overall assessment for each course.
(Race, 1999)

Assessing Experience

Be clear about the purpose of the assessment

Why you are assessing and what you want the evidence to demonstrate?

Who is the best person to do the assessment?

Employers, professional supervisors, colleagues, mentors, tutor assess on workplace visit?

Consider carefully the implications of who is doing the assessing and their skill and ability to do the assessment.

Get the balance right

How is the experience to be marked and what percentage of the overall grade for the course will this represent?

Expect placements to be very different

Therefore be very careful about the criteria you are using to assess the experience to ensure validity and reliability.


Evidence

Types of evidence that can be used are wide and varied.



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Reflection



Is there anything that you could consider using that you are not currently using?

References

  • Brown, S. & Glasner, A. (Eds.). (1999). Assessment matters in higher education: Choosing and using diverse approaches. London: The Society for Research into Higher Education and Open University Press.
  • Harvey, L., 2004–9, Analytic Quality Glossary, Quality Research International. Retrieved on 29 October 2009 from http://www.qualityresearchinternational.com/glossary/
  • Race, P. (Ed.).(1999). The Times Higher Education Supplement: 2000 tips for

lecturers. London: Kogan Page.

Additional Resources

For further reading on norm and criteria based assessment try:

For further reading on assessing practical skills

Also check out the library databases for journal articles focused on your vocational area.