Assessment Matters in Sociology: Enhancing Learning Through Evaluation
Explore the significance of assessment in sociology education, focusing on key questions to evaluate current assessment procedures, review individual course assessments, and develop strategies to enhance student learning outcomes. Delve into the centrality of assessment in the learning process, with a spotlight on developing discipline-specific ways of thinking and core academic competencies. Delve into the preparation of students for future contributions, the accuracy of assessments, motivating assessment design, and the effective replication of assessment principles and practices in online environments.
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Presentation Transcript
Assessment Matters SOCIOLOGY ASSESSMENT DISCUSSION 7/7/17
Process Steps Stage 1 Use key questions to evaluate current assessment across the Programme Stage 2 Review individual course assessments in the context of the courses and the Programme
Todays session The centrality of assessment in the learning process Key questions for overview Observations and discussion Questions for stage 2
Assessment for forlearning Programme Outcomes Learners Teaching and learning Content, activities, resources, context, skills, application Assessment Teacher Peers
Assessment in the Programme: Key Questions To what extent does assessment help students to develop discipline-specific ways of thinking, inquiring, articulating, discussing, researching, evaluating and applying theory? To what extent does assessment help to develop core required academic competencies/skills?
Key Questions Key Questions To what extent does assessment prepare students for long term contribution to and participation in the workforce/community? Do assessments accurately evaluate/measure the intended learning? How can assessments be designed to be intrinsically motivating?
Key Questions Key Questions How can the principles for and practices of effective assessment be replicated in the online environment? How can the online environment be used to enhance the possibilities of assessment?
Summary of programme outcomes A. Social Analysis : theory informed B. Application C. Research Competencies D. Proposals for change: Theory and research-informed
Consider: Progression Is there a clear progression in the assessment tasks towards the Programme Outcomes in relation to: The nature of the assessment tasks Inclusion of skills-building components Extent of scaffolding and support
Consider: Balance Is there balance in the types of assessment in relation to the Programme Learning Outcomes? (Are all the Programme Learning Outcomes equally represented in the assessments?)
Consider: Range Is there frequent use of similar types of assessment through the programme? When is repetition of types of assessment helpful and when is it problematic? Is there a diversity of tasks in relation to Programme outcomes?
Consider: Online environment Are the assessment tasks well-adapted to the online environment? Do the assessment tasks maximize the opportunities offered by the online environment? Is there a supportive framework for assessment in the online environment?
Stage 2: Assessment design questions Is the alignment of the assessment with particular course outcomes clearly demonstrated? Is there consistency around performance expectations at a particular level? Is the current mode of assessing a particular outcome the best or only mode?
Stage 2 Assignment Design How can I replicate effective assessment principles and practices in the online environment? Does the course assessment include formative learning components? Is the assessment appropriate for the level? (How does it compare with other assessments at the same level and at other levels?)
Stage 2: Questions What is the purpose and nature of particular assessment tasks? Is the number and weighting of tasks appropriate? Does the task link with workforce requirements in the discipline? Do the assessments acknowledge student diversity (culture, experience, prior educational history)?
