By Peter Knight
What's assessed will get consciousness: what's now not assessed doesn't. whilst larger schooling is predicted to advertise complicated achievements in topic disciplines and when it comes to 'employability', difficulties come up: how are such achievements to be assessed? within the first a part of the e-book, it truly is argued that latest grading practices can't take care of the expectancies laid upon them, whereas the potential for formative evaluation for the help of studying isn't really absolutely realised. The authors argue that bettering the effectiveness of review will depend on a well-grounded appreciation of what evaluation is, and what may perhaps and will no longer be anticipated of it. the second one half covers summative decisions for high-stakes reasons. utilizing demonstrated dimension idea, a view is built of the stipulations lower than which cheap, invaluable, legitimate and trustworthy summative decisions might be made. One end is that many advanced achievements face up to high-stakes evaluate, which directs consciousness to low-stakes, basically formative, choices. evaluation for studying and employability calls for greater than module-level alterations to overview equipment. the ultimate half discusses how associations have to reply in coverage phrases to the demanding situations which have been posed. The e-book concludes with a dialogue of ways associations can reply in coverage phrases to the demanding situations which have been posed. evaluate, studying and Employability has extensive and sensible relevance - to lecturers, module and programme leaders, larger schooling managers and caliber enhancement experts.
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Extra info for Assessment Learning and Employability (Society for Research Into Higher Education)
The literature tends to concentrate on feedback provided by teachers and its consequences, but to this ‘supply-side’ perspective should be added an acknowledgement that the student’s ‘tuning in’ to messages (often informal) emanating from other sources is also part of the formative assessment process. Brown (1999: 6) suggests that formative assessment ‘is primarily characterized by being continuous’, but there is no necessity for this to be the case as far as formal assessment is concerned: formative assessment can be quite occasional, yet still embody the essential supportiveness towards student learning.
In this chapter, though, our discussion assumes tolerably coherent programmes, programme speciﬁcations12 and programme teams. A starting point is for a programme team to review the programme speciﬁcation 26 Assessment, Learning and Employability and consider the outcomes of learning that could be assessed summatively. We have suggested that these will be the more simple and determinate achievements. Many teachers, for example, are keen to have regular assessments of fundamental information, formulae and heuristics.
This is a useful device, allowing teams to make some things compulsory and penalize poor performance without getting caught up in making ﬁne-grained and expensive judgements. Only a minority of submissions, those on the acceptable/not acceptable borderline, need deliberation. Secondly, it shows a nice blend of formative and summative purposes. If performance is summatively judged unacceptable, the student is told this but given an opportunity to rectify matters. If that is done there is no penalty.
Assessment Learning and Employability (Society for Research Into Higher Education) by Peter Knight