phil
I agree that students will take different amounts of time to learn but
I would stand by the suggestion that to consider how many hours of
student time an assessment task is likely to take is a useful question
when seeking to establish some kind of equivalence.
Bw
Chris
On 16/08/2011, Race, Phil <[log in to unmask]> wrote:
> ...and a 1000 word piece is often much harder to write than a 2000 word one,
> and worthy of more 'credit'.
>
> Any attempt to equate word numbers with 'credit points' is to reduce
> assessment to the lowest common denominator - mere words.
>
> Equally problematic is 'learning time' - some learn much faster than others
> etc.
>
> Yes, Chris, evidence of achievement of the learning outcomes can be the key,
> as long as the learning outcomes are designed sensibly in the first place,
> and indicative evidence of achievement is properly mapped.
>
>
>
> Phil
>
>
>
> ______________________________________________
> Professor Phil Race
> BSc PhD PGCE FCIPD SFHEA NTF
> Visiting Professor: University of Plymouth
> Emeritus Professor: Leeds Metropolitan University
>
> (but home address is Newcastle-upon-Tyne).
> normally best contact me by email - I'm rarely at my phone!
>
> Website: http://www.phil-race.co.uk/
> ______________________________________________
> ________________________________
> From: Online forum for SEDA, the Staff & Educational Development Association
> [[log in to unmask]] on behalf of Chris Rust [[log in to unmask]]
> Sent: 16 August 2011 12:04
> To: [log in to unmask]
> Subject: Re: assessment equivalence framework
>
> Dear Pollyanna
>
> I suggest you are in danger of embarking on an essentially meaningless task
> because the starting point is flawed - i.e. asking what is equivalent to a
> 2000 word essay. A 2000 word essay is not a meaningful and consistent unit.
> It will depend on the complexity of the question, how much research will be
> required, how difficult the subject matter, the level of the student, etc.
> etc.
>
> There are only two initial questions that are worth asking, in my view -
> what are the intended learning outcomes, and what is the reasonable amount
> of student learning hours to expect the task to take. These I believe are
> units where you could sensibly look for equivalence.
>
> Best wishes
> Chris
>
>
>
>
>
> On 15 August 2011 17:42, Pollyanna Magne
> <[log in to unmask]<mailto:[log in to unmask]>> wrote:
> Re. providing alternative assessment tasks which are equivalent to the
> original task
>
> Dear Colleagues
> As an Educational Developer I have been asked (a few times) what the
> ‘equivalent alternative assessment’ would be in relation (for example) to a
> 2000 word essay.
> On the Postgraduate Certificate in Academic Practice (PGCAP) at Plymouth we
> negotiate various forms of assessment with our participants. For example
> while some participants chose to hand in a standard 4000 word essay for one
> module, other submissions included: a staff briefing paper accompanied by a
> reflective blog; a video; the schedule for an event plus a reflection on its
> organisation and delivery which drew on relevant literature; delivery of a
> workshop plus excerpts from a blog. The negotiation of the assessment type
> takes place between the tutor and the participants at the beginning of the
> module, with the Intended Learning Outcomes, SEEC level descriptors and QAA
> guidance at their fingertips.
> However colleagues across the university seem to want a more definitive
> framework outlining what equivalent ‘alternative’ assignments might look
> like, for example:
> Original assignment: 2000 word essay
> Alternative assessments for the same learning outcomes: captured online
> discussion between 4 participants with reference to relevant theory
> 6000-8000 words; 8 minute video; 5 min presentation + 4 minutes for
> questions; 1500 word annotated bibliography plus 3 minutes audio reflection
> Has anyone come across such a framework, or indeed had a go at developing
> one?
> My initial foray into this area makes me wonder whether a framework might be
> limiting, as assignments in different disciplines may call for very
> different approaches in order to make them relevant and useful. Would a
> framework limit peoples’ imagination? Thus far I have gone more in the
> direction of pulling together the guidance from QAA Code of Practice, SEEC
> level descriptors, HEA assessment resources and so on, with the aim of
> inviting colleagues to consider principles of good assessment practice as
> they decide for themselves what merits equivalence in their particular
> field. I have paired these guidelines with developmental workshops.
> However I would be interested to know if anyone has come across a framework
> of ‘assessment and equivalence’ or has any thoughts on this issue. If you
> have any ideas, please feel free to drop me a line at
> [log in to unmask]<mailto:[log in to unmask]> . Thank you for your
> time.
> Kind regards
>
> Pollyanna Magne
>
> Pollyanna Magne
> MA(Ed), LTHE, PGCE, BA (Hons), FHEA
>
> Associate Professor & Educational Developer
> Programme Director: PGCAP & GTA
>
> Educational Development,
> Teaching and Learning Directorate,
> Plymouth University,
> Drake Circus,
> Plymouth.
> PL4 8AA.
> UK
>
> Phone: + 44 (0)1752
> 587610<tel:%2B%2044%C2%A0%20%280%291752%C2%A0%20587610>
> Email: [log in to unmask]<mailto:[log in to unmask]>
> Website:
> http://plymouth.ac.uk/staff/pmagne<http://plymouth.ac.uk/pages/dynamic.asp?page=staffdetails&id=pmagne>
>
>
>
>
>
> --
> Professor Chris Rust
> Head, Oxford Centre for Staff & Learning Development
> Oxford Brookes University
> Wheatley Campus, Wheatley,
> Oxford, OX33 1HX
>
>
>
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