Enhancing Teaching and Learning Through Assessment: Deriving an Appropriate Model

499 Pages·2007·123.03 MB·English

by  Steve Frankland

Enhancing Teaching and Learning through Assessment
Assessment Series
Enhancing Teaching and Learning through Assessment
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Young Hill Ling, Hilly,
Student of the School of Design,
The Hong Kong Polytechnic University.
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Enhancing
Teaching and Learning
through Assessment
Edited by
SStteevvee FFrraannkkllaanndd
The Hong Kong Polytechnic University
Hong Kong
China SAR
A C.I.P. catalogue record for this book is available from the Library of Congress
ISBN 978-1-4020-6225-4 (HB)
ISBN 978-1-4020-6226-1 (e-book)
Published by Springer,
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All Rights Reserved
©2007 Springer
No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical,
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W
e dedicate this book
to all university teachers, who are looking for better strategies to teach,
to all new teachers, who are not prepared to approach teaching in a trial and error manner,
to current students, who are striving to learn better,
to future students, who will be taught in a new world using constructively aligned assessment.
A
ssessment has a profound effect on student learning.
W
hat students learn, and the way they learn it,
is driven by how they are going to be assessed.
W
hat we have contributed in this book is becoming a concerted effort
for understanding how to enhance the quality of teaching and learning through
designing, implementing, and making effective use of assessment practices.
TABLE OF CONTENTS
PREFACE xiii
ACKNOWLEDGEMENTS xv
CONFERENCE ORGANISING COMMITTEE xvi
CONTRIBUTORS xvii
FOREWORD xxi
Enhancing Teaching and Learning through Assessment: Deriving an Appropriate Model xxiii
Section A: Assessment in Action
Implementing Criterion-referenced Assessment
Views on the Adoption and Implementation of the SOLO Taxonomy 4
Wong, C.
Assessing the Writing Skills of Entry-Level Undergraduate Business Students to Enhance 16
their Writing Development during Tertiary Studies
Briguglio, C.
Involving Students in the Formation of Assessment Criteria for Small Group Computing 24
Projects
Singh, S & Collins, M.
Reinforcing Formative and Summative Assessment
Formative Assessment for Progress Tests of Applied Medical knowledge 32
Oldham, J., Freeman, A., Chamberlain, S. & Ricketts, C.
Enhancing Student Appreciation of Written Feedback on Essay Assignments 40
Gomez, S. & Osborne, R.
Effective Verbal Feedback for Project-Based Assessment: A Case Study of the Graphic 52
Design Critique
Taylor, M. & McCormack, C.

Aligning Assessment with Learning and Teaching
Perspectives of Teachers and Students towards Assessment 64
Frankland, S.
An Integrated Approach to Learning, Teaching and Assessment in a Healthcare Ethics 78
Module
Moody, J.
Aligning Teaching and Assessment: The Key to Greatly Improved Graduate Quality and 88
Sustainable Teaching Efficiency
Cowdroy, R. & Williams, A.
Formative & Summative Assessment and the Notion of Constructive Alignment 98
Muldoon, N. & Lee, C.
Rethinking Teacher Professional Development
Assessment in the Context of Professional Development: The Implementation of 110
a Portfolio Project
Hoefflin, G. & Allal, L.
Peer- and Self-Assessment – Drawing the Parallels Between Student and Staff 118
Practice
Stefani, L.
Sustainable Assessment and Lifelong Learning: Standards for Excellence and the 130
Development of Teacher Identity
Thornton, S. & Wilson, S.
Section B: Embedded Strategies and their Impact
Teaching with Group Work, Peer and Self Assessment
Peer Assessment among Students in a Problem-Based Learning Format 144
Frankland, S.
Enhancing Teaching and Learning in Group Projects Through Poster Assessment 156
Cho, P.
Introducing Computer-Aided Peer Assessment (CAPA) in Engineering 176
James, N., Miles, M., Burton, C. & Ricketts, C.
Mapping Self-Assessment to Achievement 184
Hoskins, S., Jacobs, C & MacKenzie, H.
Designing Multiple Assessment Methods
Online Collaborative Learning and Assessment 198
Cheng, W. & Warren, M.
The Impact of Assessment Modes on Collaborative Group Design Projects 214
Tucker, R.
Innovative Assessment and Learning in a Problem Based Environment 228
Belbeck, L.W., Jiang, S. & Nutiu, N.
Blending Process with Product: Using Assessment to Drive Learning Through the 242
Creation of an Online Journal
Hallam, G. & Glanville, C.
Challenges in Assessments in a Case-Based Science Course 256
McNaught, C. Lam, P., Ong, D. & Lau, L.
The Impact of Innovative Assessment Practices on Students’ Learning 266
Hernández, R.
Reviewing Outcome-based Assessment and Implementation issues
Learning Outcomes an their Assessment: Putting Open University Pedagogical Practices 280
under the Microscope
Chris Dillon, C., Reuben, C., Coats, M. & Hodgkinson, L.
Institutionalizing a General Education Program Review Process: Outcomes Assessment 290
Fellwock-Schaar, S.A., Krochalk, P.C. & Cruise, M. J.
An Assistant Dean, Learning & Teaching’s Role in Quality Assuring Assessment 300
Kift, S.
Creating a Teaching and Learning Culture to Embed Graduate Attributes into 314
Assessment Practices
Singh, S. & Gibson, B.
Section C: Approaches in Practice
Examining Assessment in the Workplace
Combining Novel Pedagogic and IT Approaches to Align the Assessment of Workplace 326
Learning with Criteria for Academic Credit
Gomez, S. & Lush, D.
Ecology, Identity and Assessment: The Implications of a Case Study of Police Students’ 338
Learning in Community Placements for Assessment
Layton, C.
Implementation ad Feedback on the Use of Reflective Writing as a Component of a 352
Clinical Assessment
Cho, P. & Tang, C.
From University to Workplace: Assessing Experiential Learning 370
O'Toole, K.

Making Use of Technology in Assessment
But did they Learn? Assessment Driving the Learning, Technology Supporting the 382
Process
Trinidad, S. & Fox, R.
Enriching of Interaction in Online Assessments 392
Lam, P., Hodgson, P. & Csete, J.
Utilising an ICT Tool for Moderating, Marking and Managing Assessment in Large 402
Tertiary Classes
Nelligan, P.
Using Online Environments to Promote Assessment as a Learning Enhancement 418
Process
Rice, M., Campbell, C. & Mousley, J.
Conceptualising Assessment for Online Delivery: Educational Developers’ Perspectives 432
Donnan, P., Brown, C. & Brickell, G.
Exploring Implementation Issues and their Implications
Assessing the Assessors: Authentic Online Assessment of Students of School 444
Counselling Campbell, M., Frost, D. & Logan, J.
Assessing Creativity Through Common Consensus 454
Chang, G. & Csete, J.
Can Assessment of Student Attitudes Assist both the Teaching and Learning Process 468
as well as Ultimate Performance in Professional Practice
O'Toole, G.
Can Intrinsic Graduate Qualities be Developed Through Assessment? Mapping 476
Assessment Practices in IT Degree Programs
Gelade, S. & Fursenko, F.
CONCLUDING NOTE 489
INDEX 491