2015
INNOVATIVE TEACHING
SEMINAR SERIES
A collaboration between the
Higher Education Faculties
and the
Office of Learning and Teaching
Purpose, Meaning and Alignment: A reflective
approach to scaffolding assessment
A C D U S T U D E N T R E T E N T I O N P R O J E C T I N I T I AT I V E
Student Retention Project &
the ITSS
First Year Curriculum
Principles:
• Transition
• Diversity
• Design
• Engagement
• Assessment
• Evaluation &
Monitoring
371 Individual Consultations
for 80 units
Contact lecturers
to offer support
Lecturers contact
ALLSP requesting
additional support
11 “Just-in-time”
Workshops
Made available to a
total of 567 students
209 completed surveys…
Question
Agree
Disagree
Understanding of the task
improved
Workshop relevant to my
needs
98.81%
1.19%
98.81%
1.19%
Clear explanations of task
given
96.43%
3.57%
Confidence gained in
completing assessment
98.81%
1.19%
More confidence to continue
with my studies
97.62%
2.38%
100%
0%
I would recommend ALLSP
www.businesssolutions.it
Purpose
www.patheos.com
Meaning
www.psychologytoday.com
Alignment
Leveleleven.com
Assessing assessment
www.123rf.com
Unit:
Assessment number:
P2
P3
Element
Coding Question
Purpose
Does the task articulate the
purpose clearly?
Purpose related to
outcomes
Does the task clearly relate to the
outcomes?
Purpose of genre
Is the purpose of genre specified?
Purpose and rubric
Is the purpose of the genre in the
criteria?
Meaning
Is task clear ? Are there any
ambiguities?
M1
P4
Purpose
P1
Coding Number
Meaning and rubric
Is the meaning of the rubric clear?
Alignment and
outcomes
Is assessment aligned to the unit
outcomes?
Alignment and genre
Does the assessment genre link to
the outcomes?
A3
M2
Is the genre meaning clear?
Alignment and
purpose
Does the title of assessment align
to the task?
Alignment and rubric Are the outcomes aligned in the
rubric?
A2
Alignment
A1
M4
M3
Meaning and genre
A4
Meaning
Meaning and outcomes Are the outcomes explicit?
Janssen & Rowen, forthcoming
Discussion
required Y/N
Explanation
Role Play
0 Choose a partner (1 to be student one to be ALL advisor)
0 Pick a task from the blue or purple assessments
0 Read it ( 2mins)
0 Student: Can you understand the purpose, meaning and
alignment? If not, ALL advisor for assistance.
0 ALL Advisor: Can you help your student understand the
purpose, meaning and alignment? (10mins)
Once you have completed the role play, swap to the second
task and take on the opposite role.
How do you engage students
in assessment?
http://www.btpstesting.com/wp-content/uploads/excited_students.jpg
“Just-in-time” challenge/support for
existing assessment in courses
●
●
●
●
High Challenge Task
High Challenge Task
Low Support (ALLSP)
High Support (ALLSP)
Frustration with students
Unable to engage students
Student attrition increases
Academic misconduct
Low Challenge Task
Low Challenge Task
Low Support (ALLSP)
High Support (ALLSP)
Janssen & Rowen (forthcoming)
“Just-in-time” challenge/support for
existing assessment in courses
●
●
●
●
●
●
●
●
High Challenge Task
High Challenge Task
Low Support (ALLSP)
High Support (ALLSP)
Frustration with students
Unable to engage students
Student attrition increases
Academic misconduct
●
●
●
●
Teacher empowerment
Transformation of assessment
Improved academic integrity
Improved student engagement
Low Challenge Task
Low Challenge Task
Low Support (ALLSP)
High Support (ALLSP)
Frustration with students
Unable to engage with students
Student learning needs ignored
Student attrition increases
●
●
●
●
Frustration with students
Unable to engage with students
Students feel ‘dumbed-down’
Student attrition increases
Janssen & Rowen (forthcoming)
Consider how you can create
the optimal assessment
support ratio
www.quickmeme.com
Professional Development
Reflective Cycle
Identify
student
assessment
challenges
Follow up
to reflect
and
critique
Deliver
workshop
(online &
on-campus)
Contact
Coordinator
Collaborate
to develop
workshop
Figure 1. Professional development cycle to improve purpose, meaning and alignment of assessment (Janssen & Rowen, forthcoming)
Designing a “Just-in-time”
Your needs
(framework
based)
Student
Needs
(challenge/
support
ratio)
Tailormade “justin-time”
workshop
www.martinpugh.com
What will you consider
doing differently?
Breakyourshackles.com
BIBLIOGRAPHY
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Boud, D & Falchikov (2007). Rethinking Assessment in Higher Education: Learning for the longer term, Routledge, Oxon.
Centre for the study of Higher Education (cshe) 2002, Assessing Learning in Australian Universities: Ideas, strategies and resources for quality student assessment,
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http://learnline.cdu.edu.au/commonunits/documents/Core%20principles%20of%20effective%20assessment.pdf
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