REAP07: Assessment design for learner responsibility
Great Designs: what should assessment do?
David Boud
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Table of contents
Instructions
Great designs: what should assessment do? David Boud
The argument: initial considerations
The argument: leading up to design
The argument: central concerns of assessment design
1. Debates about assessment have too often focused on how learning should be measured
2. An emphasis on measurement has distracted attention from the consequences of assessment for learning
3. The impact of assessment on learning has been more negative than we normally care to admit
4. Therefore a new emphasis on assessment designs that promote learning is needed
5. What are great assessment designs and what gets in the way of implementing them?
6. What is the design brief?
7. An aside about learning design
Diagram 1
Diagram 2
End of the aside
Audio commentary 2
8. What principles should a great assessment design follow?
A. The activity is a learning experience
B. It is seen as valid and worthwhile
C. It actively promotes learning and skills beyond the act itself
D. The student is an active agent throughout
E. It has a strong positive backwash effect on learning during the course
F. It enables students to celebrate and portray achievements
G. It is part of a sequence of great designs over the course as a whole
H. It arises from a great learning environment
I. It is not excessively resource-intensive
J. It requires and promotes informed judgement
9. What are clearly not great designs?
Poor designs
10. Where does digital media fit in?
11. What gets in the way of implementation?
12. What do assessment designers need to know?
Audio commentary 3
Audio commentary 4
References
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