Active Learning in Environmental PoliticsOne Day Workshop, University of Edinburgh,

15 Nov 2013

SESSION 2: BEST PRACTICE

ASSESSING ACTIVE LEARNING

psaenvironment.org/

Assessing Active Learning

WHAT SORT OF ACTIVITIES: Tutorial participation; reflective exercises; group

work; peer evaluation

WHY ASSESS: encourage diverse assessment; build, consolidate,

reward new skills, signal priorities

General Tutorial Assessment

• Provide: ground rules, explanation, criteria, feedback

EXAMPLE• ‘The quality rather than quantity of your contributions will be

monitored. It’s not a race to see who can say the most. Rather, students will be rewarded for their capacity to make relevant points, bring in the readings where appropriate, listen to and engage with others.’

• ‘Feedback will be provided on your performance. In week 6 we will provide you with a brief verbal progress report which, whilst not binding, will give you an idea of how you’re doing and why. ….’

Example: group presentations

• Sample description: ‘Working in small groups you will be asked to track and analyse a selected key actor shaping the outcome of the UNFCC climate negotiations in Durban, 2011….’

• Students interact but also evaluate….

• Peer and tutor assessed;

• Criteria discussed beforehand

• Students can decide and describe criteria

Group 1 __________________Scoring: 1= poor; 5= excellent

Score

1. Evidence of preparation

2. Clear explanation of chosen factor

3. Presentational clarity and style (creativity)

4. Ability to work as group

5. Response to questions

TOTAL SCORE (sum of criteria, 1-5):

Comment:

Assessing active learning: some challenges

1. Equity in group work (free-rider problem)

2. Measurement and monitoring

3. Workload (ours – not just the students’)

• None of these is insurmountable!http://www.heacademy.ac.uk/assessment

Because it’s not alwaysthis sweet