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PRESENTER: N. LEACH
TRANSFORMING ASSESSMENTS
An investigation into the assessment strategy for Commercial Law for Accountants 1
Focus: Assessment strategy
“Assessment is considered to be a fundamental by which the teacher can regulate his or her teaching activity along the way and by which
the student can regulate his or her own learning process.”
Coll, Rochera, Mayordomo, Naranjo (2007)
Themes
PreparationDegree of complexityAssessment criteriaManagement of assessmentsAppropriateness of the design of assessmentAlignment with specific outcomes and CCFOsFeedbackRecommendations
Results(Themes)
Preparation of student
Appropriateness of the level of assessment
Appropriateness of the form of assessment
Management of the assessment
Assessment informed the teaching and learning process
Fig.2: Students informed of the weekly tests?
Full sampleCompliant
Non-compliant
0%
10%
20%
30%
40%
50%
60%
70%
80%
90% 82% 86%
55%
15%
6%
42%
3% 8%
3%
YesNoNo response
Fig. 3: Students informed of tutorials?
Full sample Compliant Non-compliant0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%85%
80% 82%
6% 5%10%9%
15%8%
YesNoNo responseColumn1
Fig. 4: Timeous feedback on tutorials?
Full sample Compliant Non-compliant0%
10%
20%
30%
40%
50%
60%
70%
80%78% 78%
51%
12% 12% 12%10% 10%
37% YesNoNo response
Fig. 5:WebCT Test -Did lecturer prepare student?
Full sample Compliant Non-compliant0%
10%
20%
30%
40%
50%
60%
70%
80% 75% 74%
63%
11%7%
23%
14%19%
14%
YesNoNo response
Fig. 6:Written Test-Did lecturer prepare student?
Full sample Compliant Non-compliant0%
10%
20%
30%
40%
50%
60%
70%
80% 74% 72%69%
11%8%
16%15%20%
15%
YesNoNo response
Fig. 7: Degree of difficulty of WebCT Tests?
1 2 3 4 5 No response0
5
10
15
20
25
30
35
40
45
Full sampleCompliantNon-compliant
Fig. 8: Degree of difficulty of tutorials?
1 2 3 4 5 No response0
5
10
15
20
25
30
35
40
45
Full sampleCompliantNon-compliant
Fig. 9: Degree of difficulty of WebCT test?
1 2 3 4 5 No response0
5
10
15
20
25
30
35
40
Full sampleCompliantNon-compliant
Fig. 10: Degree of difficulty of Written test?
1 2 3 4 5 No response0
5
10
15
20
25
30
35
40
Full sampleCompliantNon-compliant
Fig. 11: Tests helped prepare for lectures?
Full sample Compliant Non-compliant0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
75%
83%
37%
12%7%
24%
13% 10%
39%YesNoNo response
Fig. 12:Recommend the weekly WebCT tests?
Full sample Compliant Non-compliant0%
10%
20%
30%
40%
50%
60%
70%
80% 71%76%
43%
6% 4%9%
23%20%
48%
YesNoNo response
Students’ reasons?
informative Improves understanding
Relevant and
Clear
Forced to prep for
class
easy
Tests not challenging
Law not for Accounting
students
Lecturer’s reasons?Higher
levels of Bloom’s
taxonomy are
reached
Less time spent on rudimentary
concepts
Allows students to work
independently
Students take
responsibility for their
own learning
Builds confidenc
e
Critical questions become the norm
Class participation is fostered
Relevant questions are posed in class
Fig. 13: Tutorials helped prepare for tests?
Full sample Compliant Non-compliant0%
10%
20%
30%
40%
50%
60%
70%
80%68%
73%
42%
19%
10%
42%
13%17% 16%
YesNoNo response
Fig. 14: Recommend tutorials?
Full sample Compliant Non-compliant0%
10%
20%
30%
40%
50%
60%
70%
80%
90% 82%78% 79%
4%11%
2%
14% 11%
19%
YesNoNo response
Students’ reasons?
Prepare for examinatio
nsHelps to understand
the workGood
foundation
Helps to practice
Identify and
rectify mistakes
Students fail because they did not do all the tuts
No feedback or explanations are
given
Tuts are difficult
Difficult but useful
Lecturer’s reasons?
Gives fair opportunity to pass the
subjectAdds to variety of
assessments
Effective tool to assess deep
learning
Warns of problem
areas prior to
examinations
Gradually develops
the required
skills
Gives fair opportunity to pass the subject
Require a good understanding of the
work
Fig. 15: Recommend WebCT test?
Full sample Compliant Non-compliant0%
10%
20%
30%
40%
50%
60%
70% 67%63%
70%
14% 13% 12%
19%24%
18%
YesNoNo response
Students’ reasons?
Don’t have to explain
the answerAnswers are
givenMerely need to guess
Perform better
Boosts the marks
Server is forever down
You can’t express yourself
Writing is better
Test confusing and not easy
Feedback quicker
Lecturer’s reasons?
Focuses on the lower levels of Bloom’s
taxonomy
Capacity to evaluate the higher order
skills is limited
Fig. 16: Recommend Written test?
Full sample Compliant Non-compliant0%
10%
20%
30%
40%
50%
60%
70%61% 63%
42%
24%
16%
43%
15%21%
15%
YesNoNo response
Students’ reasons?True
reflection of capacitySet at right
level
Tested thoroughlyEasy when attending
class and working
Test is challengi
ngAnswers not given
Tests forces you to study
Allowed to express
understanding
Test difficult, stressful, time
consumingFeel under pressureMust study all the
workFail the test
Too much writing
Must formulate answers logically
Lecturer’s reasons?
Following specific outcomes in the subject guide enables
students to handle even the most difficult of
assessments
Good mix of questions across Bloom’s taxonomy
Fig. 17: Number of weekly tests completed
1 2 3 4 5 6 7 8
No
resp
onse
0
10
20
30
40
50
60
Full sampleCompliantNon-compliant
Fig. 18: Were tutorials completed as scheduled?
Full sample Compliant Non-compliant0%
10%
20%
30%
40%
50%
60%
70%
80%
90% 81%77% 74%
9% 6%
15%10%
17%11%
YesNoNo response
Fig. 19: Number of tutorials completed?
1 2 3 4 No response0
10
20
30
40
50
60
Full sampleCompliantNon-compliant
Fig. 20: Student Performance 2009
Pass % average %0
10
20
30
40
50
60
70
5350
61
50
Semester 1Semester 2
Fig. 21: Student Performance 2009
Pass % Average %0
10
20
30
40
50
60
70
80 72.1
55.4
34.33
45.2
CompliantNon-compliant
CONCLUSION
Assessments meet criteria of fairness
Assessments inform the teaching and learning process
Assessment strategy fit for purpose
HOWEVER
Creating most favourable conditions to encourage student involvement is not
enough, lecturer has to
TUTOR
SUPPORT
FOLLOW UP