{"id":9,"date":"2011-05-17T12:46:06","date_gmt":"2011-05-17T20:46:06","guid":{"rendered":"https:\/\/blogs.ubc.ca\/melissaayers\/"},"modified":"2011-07-03T10:53:04","modified_gmt":"2011-07-03T10:53:04","slug":"assessment","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/melissaayers\/assessment\/","title":{"rendered":"Assessment"},"content":{"rendered":"<h3>Introduction<\/h3>\n<p>Overall the process of researching and developing a <a href=\"http:\/\/moodle.met.ubc.ca\/mod\/quiz\/view.php?id=11627\">quiz<\/a> for my LMS course site was a very educationally enlightening experience. Specifically, from the readings I learnt of the intrinsic importance of assessment and timely &amp; appropriate feedback in the student learning process. I was unaware of the relationship between assessment and student motivation levels. Also, I did not realise how assessment can help ensure students spend amble \u201ctime on task\u201d. While personally I have always appreciated and seen value in receiving feedback, I now have a deeper understand how it fits into the learning process and how to use it more effectively. Timely and appropriate being the key points I retained here.<\/p>\n<h3>Process<\/h3>\n<p>For this assignment I decided to create a summative assessment quiz to be taken at the end of my &#8220;Beginner Programming with Scratch&#8221; LMS course. The quiz can be viewed <a href=\"http:\/\/moodle.met.ubc.ca\/mod\/quiz\/view.php?id=11627\">here<\/a>. \u00a0I had three main objectives when developing this quiz. \u00a0These were as per listed by George Brown as \u201cPurposes of Assessment\u201d in his article \u201cAssessment: a Guide for Lecturers\u201d:<\/p>\n<ul>\n<li>To motivate students.<\/li>\n<li>To provide feedback to students to improve their learning.<\/li>\n<li>To diagnose a student\u2019s strengths and weaknesses.<\/li>\n<\/ul>\n<p>Additional to these objectives I also tried to keep two other things in mind during this exercise. The first relating to Brown, Bull &amp; Pendlebury (1997) point that:<\/p>\n<blockquote><p><em>\u201cSince assessment measures only a sample of what students know, there is a risk that the sample being taken is not indicative of\u00a0students&#8217; knowledge.\u201d <\/em><\/p><\/blockquote>\n<p>To address this I tried to ensure inclusion of questions that covered materials from each of the course modules. \u00a0Also, in the hope that it would allow students to better demonstrate what they know, I include a number of essay\/problem questions. For the first section of these essay\/problem questions I gave students a choice of 3 out of 5 problems. My rational for this was to give students a choice on how to relate what they have learnt.<\/p>\n<p>Secondly, I tried to keep in mind the following conditions related to feedback from Gibbs and Simpson\u2019s (2005) list of points to consider when assessing students learning.<\/p>\n<ul>\n<li><strong><em>Condition 4<\/em><\/strong> \u2013 Sufficient feedback is provided, both often enough and in enough detail.<\/li>\n<li><strong><em>Condition 5<\/em><\/strong> \u2013 The feedback focuses on students\u2019 performance, on their learning and on actions under the students\u2019 control, rather than on the students themselves and on their characteristics<\/li>\n<li><strong><em>Condition 6<\/em><\/strong> \u2013 The feedback is timely in that it is received by students while it still matters to them and in time for them to pay attention to further learning or receive further assistance<\/li>\n<li><strong><em>Condition 7<\/em><\/strong> \u2013 Feedback is appropriate to the purpose of the assignment and to its criteria for success<\/li>\n<li><strong><em>Condition 8<\/em><\/strong> \u2013 Feedback is appropriate, in relation to students\u2019 understanding of what they are supposed to be doing.<\/li>\n<\/ul>\n<p>To address these conditions, where possible I tried to add detailed explanations\/feedback to the quiz.\u00a0 This was for both correct and incorrect responses. To ensure timeliness the feedback is be displayed to the students immediately after they take the quiz.<\/p>\n<h3>Challenges\/Issues<\/h3>\n<p>In general I found this exercise very challenging technically and pedagogically. I have never created an assessment of any type (on or off-line) before nor used Moodle\u2019s assessment tools. It took me a long time to come up with possible (and what I hope is) appropriate questions and feedback to add to the quiz. Furthermore, as I was trying to create a summative assessment I found it difficult to ensure the quiz had good coverage of the learning materials. This was mainly due to the fact I have not yet finished developing all the course materials. Maybe it would have been better to create a quiz for a single completed module of the course rather than the whole course itself.<\/p>\n<h3>References<\/h3>\n<ul>\n<li>Brown, G. (2001)\u00a0<em>Assessment: A Guide for Lecturers<\/em>, Generic Assessment Series, No. 3, LTSN Generic Centre, York.<\/li>\n<li>Brown, G., Bull, J., and Pendlebury, M. (1997).\u00a0<em>Assessing student learning in higher education<\/em>.\u00a0 London: Routledge.<\/li>\n<li>Gibbs, G. and Simpson, C. (2005).\u00a0 \u201cConditions under which assessment supports students\u2019 learning.\u201d <em>Learning and Teaching in Higher Education.<\/em> Accessed online 15<sup>th<\/sup> June \u00a02011 <a href=\"http:\/\/www.open.ac.uk\/fast\/pdfs\/Gibbs%20and%20Simpson%202004-05.pdf\" target=\"_blank\">here<\/a>.<\/li>\n<li>Jenkins, M. (2004).\u00a0 \u201cUnfulfilled Promise: formative assessment using computer-aided assessment.\u201d Learning and Teaching in Higher Education, 67-80. Accessed online 15<sup>th<\/sup> June \u00a02011 <a href=\"http:\/\/resources.glos.ac.uk\/tli\/lets\/journals\/lathe\/issue1\/index.cfm\" target=\"_blank\">here<\/a>.<\/li>\n<li>The TLT Group. \u201cSeven Principles&#8221; Collection of Ideas for Teaching and Learning with Technology.\u00a0 Accessed online 15<sup>th<\/sup> June \u00a02011\u00a0<a href=\"http:\/\/www.tltgroup.org\/Seven\/Library_TOC.htm\" target=\"_blank\">here<\/a>.<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Introduction Overall the process of researching and developing a quiz for my LMS course site was a very educationally enlightening experience. Specifically, from the readings I learnt of the intrinsic importance of assessment and timely &amp; appropriate feedback in the student learning process. I was unaware of the relationship between assessment and student motivation levels. [&hellip;]<\/p>\n","protected":false},"author":7308,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"open","ping_status":"open","template":"","meta":{"footnotes":""},"class_list":["post-9","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/melissaayers\/wp-json\/wp\/v2\/pages\/9","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/melissaayers\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/melissaayers\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/melissaayers\/wp-json\/wp\/v2\/users\/7308"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/melissaayers\/wp-json\/wp\/v2\/comments?post=9"}],"version-history":[{"count":6,"href":"https:\/\/blogs.ubc.ca\/melissaayers\/wp-json\/wp\/v2\/pages\/9\/revisions"}],"predecessor-version":[{"id":336,"href":"https:\/\/blogs.ubc.ca\/melissaayers\/wp-json\/wp\/v2\/pages\/9\/revisions\/336"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/melissaayers\/wp-json\/wp\/v2\/media?parent=9"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}