Assessment and pedagogy


  1. Content delivery (passive participation) - mostly assessed by a summative measure.

  2. Active learner engagement – mostly assessed by a formative measure.


What is your thought on this? Agree/disagree and why?


A case study (Oxford University) on how formative assessment can help improve student performance and reduce the failure rate.

You may want to read this blog: Replacing Grading with Conversations

  • I’ve been spending a lot of time commenting on student work in our grade eight blogosphere. Perhaps “commenting” is not the best word to describe what I’m doing. I’m trying to engage students in conversations about the topics they’re researching. This is not just about giving feedback. That would only reinforce in my students the notion that their blog entries are final pronouncements on a given topic, that each entry is conclusive and definitive, written to be commented upon and evaluated by the teacher. I want them to understand that every entry that they post is only one of many steps in their journey as researchers. In other words, I want them to see their blogs and their entries as organic entities, as attempts to engage with ideas, as evidence of growth and development. It’s about maintaining conversations, not ending them by saying “Well done!” or “Good job!” (Glogowski, 2007)

*Effective feedback in learning and teaching: 7 Principles of Good Feedback Practice ([[peandhealth.wikispaces.com:file:view:a_SENLEF_seven_principles.pdf|Read]])

Task:


On Wallwisher (http://www.wallwisher.com/wall/essessment), outline the following:
  • The types of assessments in the course you teach.
  • The interval between the assessments.
  • And how often does the assessment lead to conversations between you and your students?
  • Keeping the living curriculum in mind, what would be effective assessment practice in your course?

Class discussion of the emerging themes from comments on WallWisher.