Dear Alex,
I can recommend looking into sustainable assessment practices, as
described by David Boud, which provides some interesting ideas about
embedding assessment within learning, to assist students in becoming
more autonomous learners while in the institution (learning how to
assess their learning needs in the practice of design, not just
learning what is needed to pass the subject) and beyond to the
workplace (learning how to assess their work against professional
industry standards, or client needs, or personal development or
within collaborative speculative contexts).
I have found this a difficult thing to achieve, partly because design
assessment is so subjective, and this kind of assessment is something
that requires more time and commitment on the part of the teacher,
but (in my experience), the students evidence learning much more
effectively (even the weaker ones), and it is a great way for the
teacher to assess the effectiveness of teaching practices and which
students require additional support or information. It is also useful
for students to document their critical reflection on learning, as
well as their design practice. Formative assessment tools may include
learning journals, peer and self-assessment, and role-playing and
simulation, and summative assessment is sometimes conducted jointly
by teacher and student, or even in a benchmarking process with other
teachers who teach the same subject. This of course, may require some
support from your faculty.
However, it is an interesting way for teachers to learn how to
construct an assessment practice that includes students
participation, and self-reflection on the process. How much time do
you have?
Useful references:
Boud, D. 1995, Enhancing Learning Through Self Assessment, Kogan Page, London.
Boud, D. 2000, 'Sustainable Assessment: rethinking assessment for the
learning society', in Studies in Continuing Education, Vol. 22, No.
2, pp. 151-167.
Boud, D. and Falchikov, N. (in press), 'Aligning assessment with
long-term learning'.
Edwards, R., Ranson, S., & Strain, M. 2002, 'Reflexivity: towards a
theory of lifelong learning', International Journal of Lifelong
Education, Vol. 21, No. 6 (November-December), pp. 525-536.
Gibbs, G. 1999, 'Using assessment strategically to change the way
students learn', in: S. Brown & A. Glasner (Eds) Assessment Matters
in Higher Education: Choosing and Using Diverse Approaches
(Buckingham, SRHE/Open University Press).
Gibbs, G and Simpson, C. (in press), 'Does your assessment support
your students' learning?', Learning and Teaching in Higher Education,
Volume 1, Accessed online 20 May 2005.
McFarlane-Dick, D. & Nichol, D. 2005, Formative assessment and
self-regulated learning: A model and seven principles of good
feedback practice, Accessed via email David Boud.
Maclellan, E. 2004, 'How convincing is alternative assessment for use
in higher education?', Assessment & Evaluation in Higher Education,
Vol. 29, No. 3, pp. 311-321.
cheers teena
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Teena Clerke
PO Box 1090
Strawberry Hills NSW 2012
0414 502 648
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