Difference between revisions of "AS4ODFL/Assessment and learning/Assessing to learn"

Revision as of 06:02, 13 December 2021

Perhaps one of the most challenging aspects of distance learning and emergency remote teaching during COVID-19 has been the aspect of assessment. In addition to putting your course materials online, you may have been anxious to confirm what students know, and demonstrate whether or not they have met curriculum outcomes. In other words your focus may have been on assessment of learning rather than assessment for learning.

Definition

Write down your own definition of each form of assessment of learning, assessment for learning and assessment as learning. Click on the accordion tabs below to reflect on your thinking.

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Discussion

Purpose: to reflect on your own approach to assessment and how it has changed. In this activity you will meet and discuss with other participants online, after you have read the definitions above. Please post your views in the forum.oeru.org site, in response to these questions:

• Discussion 1: As part of your teaching do you make use of assessment of learning, assessment for learning or assessment as learning. Why do you say so?
• Discussion 2: In the last two years has this changed? If not, what have your challenges been? If so how has it changed and why?

We look forward to reading your thoughts. Join the conversation by replying to posts you find interesting.

Stop worrying about testing and start thinking about learning

In a post on Inside Higher Ed, in response to the pandemic, Jody Greene writes:
By attempting to replicate in-person assessments in online settings, we fail to recognize that a change of medium may require a change of design ... don’t immediately jump to the conclusion that you can or should just “put the final exam online.” … Give yourself permission to think outside the parameters of your original assessments and ask the question, what can we do here that keeps learning happening?

Challenge

Challenge yourself to think about assessment differently. But how do you do that? There are two important considerations:
• Learning is more important than assessing.
• Students need support and feedback

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Welcome to our great course: Assessment skills for open, distance and flexible learning