Using assessment to support & assess learning

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In the EMVITET project, assessment is no longer seen as a final teaching & learning stage in which teachers evaluate students’ performance. Instead, assessment is considered as a powerful tool to support and give constructive feedback via competence-based assessment. To maximize the supportive function of assessment, we call for teachers’ attention on adopting authentic assessment, using formative assessment,  organize continuous assessment (e.g. using eportfolio) and specially provide constructive feedback to students and allow them to use the feedback to redo their work. We also include a Field-tested Learning Assessment Guide for Science, Math, Engineering and Technology Instructors and an infographic on how to promote students’ academic Integrity through assessment.

When we think hard on how to organize assessment as learning, we shall also not forget about peer and self-assessment. Teachers are not the only ones that use assessment. If we want students to become the driver of their learning and gain life-long learning ability, we have to ensure the development of students’ peer and self-assessment ability. This page offers more detailed info concerning peer assessment.

Moreover, to create student-centered learning, one can do so by reflecting on existing assessment practice but also think of alternative assessments. In this page, we introduce various alternative assessments by illustrating what they are and how they can contribute to students-centered learning & teaching.

Using authentic assessment

What is it?

A form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills -- Jon Mueller

"...Engaging and worthy problems or questions of importance, in which students must use knowledge to fashion performances effectively and creatively. The tasks are either replicas of or analogous to the kinds of problems faced by adult citizens and consumers or professionals in the field." -- Grant Wiggins -- (Wiggins, 1993, p. 229).

"Performance assessments call upon the examinee to demonstrate specific skills and competencies, that is, to apply the skills and knowledge they have mastered." -- Richard J. Stiggins -- (Stiggins, 1987, p. 34).

Why use authentic assessment? 

The question "Why use authentic assessment?" is not meant to suggest that you have to choose between traditional assessments such as tests and more authentic or performance assessments. Often, teachers use a mix of traditional and authentic assessments to serve different purposes. For Emvitet teachers, as the project goal is to enable them to design and implement competence based and student centred learning to match the needs of Industry revolution 4.0, being able to design and implement authentic assessment is essential because such assessment is truly competence oriented. If you are interested to know the potential benefit of choosing authentic assessments for certain types of judgments and why authentic assessments have become more popular in recent years. Please read more

Using formative assessment

The purpose of formative assessment tasks and activities is to provide the teacher with a window into students’ cognitive processes. Formative assessments allow students to show their thinking and allow teachers a way to see and gauge students’ cognitive processes. Hence it is essential for student-centered learning. Read the guide

Organizing continuous assessment

Evaluating the learning process or the progress of the student at regular intervals during the academic year , to see to what extent he / she has already achieved the learning objectives of your course. With continuous evaluations you can activate students in the meantime and encourage them to be busy with the learning content during the semester. For example, the interim  feedback for the students can have a positive effect on later evaluations. Read the guide

Continuous assessment can also be realized using eportfolio 

This ebook gives explanations and examples on how to do it.

Assessment can support learning when there is constructive feedback and students have the opportunities to use the feedback to redo their work. Below are the tips for ensuring constructive feedback to students:

• Collective feedback

• Peer feedback

• Self-assessment/self-generated feedback

• The guide “assessment feedback to students” offers:

1. The principles of providing feedback to students

2. A listing of practical feedback methods for both coursework and exams

3. Suggestions for cutting back on marking and feedback work load

4. The main points of Bath’s Quality Assurance expectations regarding assessment

5. feedback to students

6. References for further information

Tips for effectively use of assessment for supporting and assessing learning

Engaging students in assessment design

Many of the approaches available to staff provide opportunities for students to contribute to the assessment design, development and quality assurance processes.  For example, students can:

- help to design guidance that is clear, meaningful and meaningful and effective;

- advise you about particular difficulties that their peers might have in complying with requirements that might not be obvious to the assessment designers;

- provide feedback on formats and approaches that require technologies and applications that students may not have at home (good broadband, exclusive use of laptops, the correct software, quiet places to work etc.;

- advise on appropriate modes and timings for feedback.

In this DCU infographic, it illustrated how students can be partners in assessment. 

Field-tested Learning Assessment Guide for Science, Math, Engineering and Technology Instructors

Academic Integrity principles for Assessment