CRADLE Seminar Series: Making Assessment Work for Learning – 22 Feb 2022 – Join us!
4 February 2022
Please join us for our first seminar for 2022! This informative and interactive presentation will be delivered by Massey University’s Prof. Roseanna Bourke. She is Professor of Learning and Assessment and the Director of the Educational Psychology programme at the Institute of Education, Massey University, New Zealand. Her research interests include learning and assessment, inclusive assessment practices and self-assessment.
Be part of the event by registering now!
When: Tuesday 22 February 2022
Time: 2.00pm-3.30pm (AEDT) (4pm NZDT)
Where: Online
Cost: This is a free event
What is the seminar about?
Lifelong learning requires a person to have strong self-assessment skills if they are to plan for their own learning, and to self-assess that learning in work and life settings beyond the formal higher education setting. To encourage self-assessment for learning, tertiary educators need to break the circuit of students’ reliance on traditional assessment methods by creating opportunities to share the control and power of assessment. By doing this, educators encourage learners to become more critical and self-reflective with an ability to assess their own learning long after the course has ended. In this seminar, I explore how to steer undergraduate and postgraduate students away from simply keeping their eye on the grade and the marking criteria, towards a focus on their learning, understanding and application of knowledge.
My fundamental aim as a tertiary educator is to increase students’ positive experiences of assessment that support their meaningful growth and learning. The concept of collaborative partnership in assessment is one means to achieve this end. However, it challenges standard university policies, given it shares power over assessment. Arguably this contests typical Western understandings of expert knowledge and assessment, particularly if the partnership truly represents the diversity of knowledge and experience that students bring to the partnership. This seminar explores examples of assessment partnerships, and the resultant intended and unintended consequences for policy, practice, and student experience.
Assessment methods that enable students to ‘access’ their learning, rather than focusing on being able to simply ‘assess’ their learning are presented. Strategies that include ipsative assessment, self-assessment, student development of criteria, ePortfolios, ‘give back’ assessments and YouTube assessment methods are explored.
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