Difference between revisions of "AS4ODFL/Assessment and learning/Assessing to learn"
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| − | 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 | + | [[Image:OfLearning.jpg|400px|right]]{{clear}} |
| + | 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 check 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. | ||
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| − | Write down your own definition of each form of assessment of learning, assessment for learning and assessment as learning. | + | Write down your own definition of each form of assessment of learning, assessment for learning and assessment as learning. Then click on the accordion tabs below to reflect on your thinking. |
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In this activity you will meet and discuss with other participants online, after you have read the definitions above. | 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: | Please post your views in the forum.oeru.org site, in response to these questions: | ||
| − | + | * '''[{{:AS4ODFL/Links/Forms of assessment}} 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? | |
| − | + | * '''[{{:AS4ODFL/Links/Changes to assessment approach}} 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. | We look forward to reading your thoughts. Join the conversation by replying to posts you find interesting. | ||
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| − | Stop worrying about testing and start thinking about learning | + | ==Stop worrying about testing and start thinking about learning== |
| − | In a post on Inside Higher Ed, in response to the pandemic, Jody Greene writes: | + | In a post on Inside Higher Ed, in response to the pandemic, Jody Greene writes:<br> |
| − | 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? | + | 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?<br> |
| − | Challenge yourself to think about assessment differently. But how do you do that? There are two important considerations: | + | {{IDevice |
| − | • Learning is more important than assessing. | + | |theme=line |
| − | • Students need support and feedback | + | |type=Question |
| + | |title=Challenge | ||
| + | |body=Challenge yourself to think about assessment differently. But how do you do that? There are two important considerations:<br> | ||
| + | • Learning is more important than assessing.<br> | ||
| + | • Students need support and feedback. | ||
| + | |||
| + | Do you agree with these two statements?<br> | ||
| + | Please post your views in the forum.oeru.org site '''[{{:AS4ODFL/Links/Assessing to learn}} Discussion]''' | ||
| + | |||
| + | }} | ||
Latest revision as of 21:50, 20 April 2022
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 check 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.
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?
