Bloxham, S. & Boyd, P. (2007). Developing Effective Assessment in Higher EducationLinks to an external site.. Maidenhead: Open University Press/McGraw Hill.
Chapter 2: The evidence base for assessment practice in higher education, pp. 15-30
The evidence base assessment practice education for in higher education
Although over 10 years old, the book is still relatable to today’s teaching practices.
Methodical appraisal
Assessment of learning or assessment for learning, assesses the achievements of students in order to make changes and improve ways of teaching for learning. (Formative and diagnostic)
“Gibbs and Simpson (2004– 5) have conducted a thorough review of research studies which they have drawn upon to develop a set of eleven ‘conditions under which assessment supports learning’ which are offered as a useful reference point for developing assessment practice.
An earlier comprehensive review of formative assessment by Black and Wiliam (1998a) includes research from both school and university settings with consistent findings regarding the significance of feedback on learning compared with other elements of teaching, and the distinctive benefits for learning accruing from peer and self-assessment.
Struyven et al. (2002) have also conducted a useful review of the research into students’ perceptions of assessment in higher education although they conclude that the literature and research on this area are relatively limited, particularly in relation to students’ perceptions of specific types of assessment.
Finally, Elton and Johnston (2002) have drawn on a wide range of studies in their critical review of research on assessment in higher education, with particular emphasis on challenging some of the underlying assumptions in our assessment traditions. These publications will provide the reader with extensive lists of further reading across the range of assessment topics.” Page 16
Relationship between learning and assessment
Snyder (1971) The strategy process of assessment greatly can impact how a student learns and influences the students approaches to learning outcomes, how widely they study and whether they grasp a subject or not. Biggs (2003) argues that it can create a negative effect for students learning if the assessment strategy is “poorly conceived”. Page 16.
Entwistle (1997) discusses the idea of surface learning, where by the student only learns the minimum required, often factual points of information. They often don’t grasp the theme around the subject but the individual pieces of information.
In contrast deep learning is shown by students learning around a subject, having intrinsic interest in the subject, finding patterns, themes and knowledge around a subject. This results in deep learning outcomes.
“An approach to learning is not a fixed characteristic of an individual but is influenced by their perception of the learning environment, most particularly the assessment task (Morgan and Beatty 1997; Biggs 2003).” Page 17
By having an appropriate assessment task will ensure that students reach a deeper learning outcome.
“If students perceive that a task requires memorisation and reproduction of facts, then that is what they will do.” Page 17
Biggs and Moore (1993) argue that the course’s characteristics can potentially whether deep learning can occur. If there is clear structure to how the students take in knowledge in terms of how new knowledge is learn in relation to old knowledge, while encouraging intrinsic motivation.
The Students Perception of Assessment
Changing students approaches is complex. Studies from Struyven et al. (2002) show that it is very easy to encourage a surface approach and less so to encourage a deep learning outcome.
Prosser and Trigwell (1999) studies by looking at students conceptions on studying goes into detail of why this is. Research shows that students perceptions of assessment comes from the relationship between the ‘student and the learning situation’. This can therefore vary depending on the students ability to learn and has a huge variance as every student is different and every module situation will vary. Factors which will create disparages are: students prior knowledge, previous experience, their perceptions of a current situation and approach to learning.
Dispositions of previous learning experience of assessments can be bought with students to the new learning environment.
Entwistle and Tait (1990) There is a relationship between students learning preferences and the types of assessment they prefer. Eg. Factual surface learning and tests.
(Heywood 2000). Page 19. Modern teaching practice tends to have a formative assessment part to the structure of the learning programme. This can result in students being focused on the assessment rather than the learning.
Strategic approaches and cue seeking
“Students become ‘cue-conscious’ (Miller and Parlett 1974), concentrating on passing the assessment.”
Students can run the risk of looking for the easy route to pass assessments looking for cues rather than learning and being strategic about it (Kneale 1997; Gibbs 2006b).
Students might ask themselves; what is the teaching looking for? For students who fail to see the teaching cues it is found to result in students not reaching learning outcomes and succeeding at assessments. (Biggs, 2003: 63).
Time Devoted to Study
Gibbs and Simpson (2004– 5) research shows that students which spend more time studying are more likely to achieve. But time can be wasted just studying within a surface learning approach. There is evidence that students will study more for certain types of assessment than others.
“Traub and MacRury (1990), page 20 in a review of research on multiple choice and free response tests over the previous 20 years, found that students appear to prepare better for free response (that is, where the student must construct the answer rather than select from a given set of answers).”
To overload a students learning by grouping assessment together will result in a surface learning approach (Ramsden 2003) by giving them too much information.
Student anxiety to assessment can encourage a student to only have a surface learning approach. Rust (2020).
Heywood (2000) argues that if students feel fully prepared for an assessment then this will reduce their anxiety. If students understand their goals and what is required of them then this will result in ‘enhanced achievement’ (Rust et al. 2003). Page 21
The relationship between feedback and learning
The most important reason for assessment is to raise achievement through the form of feedback. (Black and Wiliam 1998a; Gibbs and Simpson 2004– 5).
Not all feedback is useful (Black and Wiliam 1998a; Hounsell et al. 2006), “concerns over feedback have been strongly reflected in the first two years of the UK National Student Survey (2006). page 21
Knight and Yorke (2003) argue that feedback is most useful to learners if they are willing to identify what their weaknesses are and acknowledge them. Reveal their weaknesses and areas which require further learning. This is why reflective journals are beneficial. It gives students the chance to reflect in a safe place without them thinking that they are going to lose marks (Gibbs, 1995).
‘Feed forward’ (Torrance 1993; Hounsell 2006), the notion that students can focus on in the future, ensuring that feedback is embedded into day to day learning. (Laurillard 2002) for example in class and online activities.
Using Feedback to adjust teaching
Not only students need feedback to make adjustments. Teachers can use feedback to adjust their teaching in order to ensure that learners in the future can reach targets for assessment. (Black and Wiliam 1998a; Prosser and Trigwell 1999; Nicol and Macfarlane-Dick 2006).
Students as assessors
They can judge and adjust their learning personally (self regulate). “This is assessment as learning (Klenowski 2002; Earl 2003)” page 22.
Sadler’s (1989) page 22 theory outlines the 3 points: To do this students must know the standards by which they need to achieve (assessment guidance). Students must know how their achievement relates to the current goals (feedback). They must be able to compare the first two points and see how they can compare and apply feedback to their future assessment.
By involving students in their own assessment process it is teaching them what quality is and allowing them to become specialists in their area. It also makes them take responsibility themselves.
“The assessment as learning approach is challenging prior ideas about the separation of formative assessment (assessment for learning) and summative assessment (assessment of learning) (Carless et al. 2006; Hounsell 2006)” page 23
It is argued that assessment in this way. In that feedback is forward looking and can be acted upon can lead to lifelong skills and develops learning with evaluation skills and skills essential for employability (Boud and Falchikov 2006)
Benefits of peer assessment and self assessment, as outlined from (Bostock 2000; Topping 2000; Falchikov 2005), show motivational benefits, critical thinking, a greater sense of accountability, negotiation and responsibility. It also supports students to have a greater understanding of subject matter. (Bostock 2000).
Concerns about peer and self- assessment: imprecise marking
“Black et al. (2003: 77) found that peer feedback is not as ‘emotionally loaded’, students will accept criticism more readily from peers, and the language used by peers may be easier for students to understand (Bloxham and West 2004).” Page 24
The Validity of Assessment Tasks
You can validate the assessment tasks by looking at measurement of learning (as appose to assessment for and as learning. Here validity means how assessment tasks are validating work against the learning outcomes.
We need to think about what is meant by different ‘levels of achievement’
Biggs and Collis’s (1982) structure of observed learning outcomes (SOLO) taxonomy. The range of verbs used to describe the student’s capabilities are fundamental.
Anderson (2003: 29) argues that this table supports teachers to design assessments due to the type of learning being acquired.
Constructive Alignment
The matching of course objectives with assessment (Biggs 1996).
Teachers need to be mindful as to not provide assessment tasks which are discriminating. (Ramsden 2003: 72).
Authentic Assessment
As outlined in previous readings. Students will ensure a deeper level of learning if they believe there is intrinsic value in the process. As teachers we can support them in seeing there is value beyond what they are doing (Struyven et al. 2002).
The Learning outcome debate
Improving transparency in seeing what value achievements and awards have in alignment with credit transfer and accreditation of learning (Gosling and Moon 2002).
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