Cheers Len - will build this into the power point also!
Best,
Sandra
Len Holmes wrote:
> Sandra
>
> why not move away from the conventional notion that summative assessment is a (mysterious) process of 'measuring' what is supposedly 'inside' the student - a process that can be more, or less, correct (grades **actually** reflect some order of reality).
>
> Instead view summative assessment as the process by which a socially-endorsed agency **warrants** its claim that the student is worthy of consideration for admission to some socially-desirable arena (eg continuation with studies, a professional occupation, etc). On what basis would and should a university say to the world that such-and-such a student should be considered to be a graduate, similar to graduates from other universities, worthy of consideration to the type of jobs and occupations graduates typically enter, worthy of consideration for return for higher degree?
> Then we might say:
> - they present themself in such a way, claiming to be such a kind of person, and
> - they engage in the practices appropriate to such a kind of person.
> So what types of practices would we expect a graduate to engage in? Set up activities that would fit as proxy answers that we can warrant, to that question, give examplars to students indicating **why** and **how** they do that, and a whole variety of alternative modes of assessment may be constructed. Work backwards, level by level: what minds of practices should a final year undergraduate by expected/ required to engage in? what might serve as proxies? So at level 1, what should we expect someone to do that warrants us granting them entry to level 2.
> Take the activities, break them down to identify the critical elements that mark the difference we would expect to see as outcomes of what we would term the learning and development expected.
>
> But whatever, let's get away from the dead hand of learning outcome statements, etc assuming that language can provide for explicit, 'objective' measures. Assessment is a social process of warranting, not a pseudo-scientific process of measuring.
>
> See Emergent identity, education and distributed assessment: an ethnomethodological exploration
> http://www.re-skill.org.uk/papers/assessment.html
>
>
> cheers
>
> Len
>
>
>
>>>>Sandra Sinfield <[log in to unmask]> 17/02/2009 14:17 >>>
>
> Dear All,
>
> *** APOLOGIES for long email ***
>
> I have been asked to present to Department staff next week on
> alternative assessment modes - to move away from the traditional exam,
> even away from the essay.
>
> I need your help by Thursday AM at the latest.
>
> I have prepared a power point - attached - to support the session:
>
> If exams:
> * Teach memory & learning as subject content
> * Set the production, presentation & evaluation of revision materials
> (for another module) - as an assessment
> * Set the production, presentation & evaluation of learning & teaching
> materials (for next year's module) - as an assessment
>
> If writing:
> * support write to learn
> * teach notemaking & reading...
>
> Visual:
> * reflective log in art medium & analysed
> * reflective log as patchwork piece/overalls (Thanks - Pauline Ridley!)
> * build and critique a website
> * write and critique a newsletter
>
> EBL:
> * identify problems for students to solve - including the problem of
> researching & teaching the module...
>
> -------------------------------
> Are there other great alternatives out there that I have forgotten - or
> that I do not know?
> Please share!
> with thanks,
> Sandra
--
Sandra Sinfield
University Teaching Fellow
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Coordinator LDU & LearnHigher CETL www.learnhigher.ac.uk
LC-M10 London Metropolitan University, 236-250 Holloway Road, N7 6PP.
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