Educational Testing and Assessment (EDU0912)

Week 1 - Classroom decision making and using assessment Week 2 - Describing the goals and learning targets of instruction; Taxonomies for describing learning – Bloom’s Taxonomy and SOLO Taxonomy Week 3 - Validity and Reliability of assessment results Week 4 - Planning for Integrating Assessment and Instruction Week 5 - Diagnostic and Formative Assessment Topic 6 - Formative Assessment Tools
Week 7 - Alternative assessment methods: Self- and peer-assessment
Week 8 - Objective Assessment methods: Completion, Short-Answer, True-False, Multiple-Choice and Matching items Week 9 - Assessment methods: Setting and grading Essays, Reports, Projects Week 11 - Alternative assessment methods: Performance and Portfolio assessments. Rubrics – Holistic and Analytic Week 10 - Assessing higher-order skills: Problem solving and critical thinking. Week 12 - Preparing students to be assessed and using students’ results to improve assessment Week 13 - Grading and reporting student progress Week 14 - Large-scale and high-stakes assessment Week 15 - Moderation and ICT in Assessment

Week 7 - Alternative assessment methods: Self- and peer-assessment

4h 0min

Introduces self- and peer-assessment, fostering student agency and reflective practice.

Students as Assessors: Shifting Ownership with Self and Peer Assessment
Acquisition
1 Lecture
  1. Conceptual Foundations: Define self-assessment and peer assessment (PA/SA). Discuss their theoretical basis (constructivism, metacognition, and assessment literacy).
  2. The Benefits (The 'Why'): Explore the impact on metacognitive skills, student motivation, and deeper learning. Use research (e.g., from Wiliam or Stiggins) to show how students' ability to assess quality improves their own work.
  3. Practical Implementation (The 'How'): Detail the necessary steps for success: a) Training students on how to give and receive effective feedback. b) The critical importance of high-quality rubrics or success criteria. c) Strategies for managing bias and ensuring fairness (e.g., anonymity, calibration).
  4. Digital Tools Showcase: Briefly demonstrate online tools (e.g., Canvas Peer Review, Moodle Workshop, dedicated peer feedback platforms) that manage the PA/SA process.

Suggested Readings:

Stiggins, R. J. (1997). Student-centered classroom assessment (2nd ed.). Focus on the chapters related to engaging students in the assessment process

Boud (2002)

3h 0min
Practice
2 Tutorial 1

Activity Title: “Assess the Assessors”

Duration: 45 minutes
Focus: Understanding and practicing self and peer assessment
Format: Small group work + whole-class reflection

🔹 0:00–0:10 | Introduction & Setup

  • Brief Discussion (5 mins): Ask students: “What makes feedback useful?” and “What’s hard about assessing yourself or others?”
  • Define Concepts (5 mins):
    • Self-assessment: Reflecting on one’s own work to identify strengths and areas for improvement.
    • Peer assessment: Evaluating a peer’s work constructively using criteria.

🔹 0:10–0:25 | Mini Task & Self-Assessment

  • Task (10 mins): Students write a short reflective paragraph (e.g., “Describe your ideal learning environment and why”).
  • Self-Assessment (5 mins):
    • Provide a simple rubric (e.g., clarity, depth, relevance, grammar).
    • Students score themselves and write 1–2 sentences of reflection.

🔹 0:25–0:40 | Peer Assessment & Feedback

  • Exchange Work (2 mins): Students swap paragraphs with a partner.
  • Peer Assessment (10 mins):
    • Use the same rubric to assess each other’s work.
    • Write 2 pieces of feedback: one strength, one suggestion.
  • Feedback Discussion (3 mins): Pairs discuss their feedback and reactions.

🔹 0:40–0:45 | Debrief & Reflection

  • Whole-Class Reflection:
    • What did you learn about assessing your own work?
    • How did it feel to give and receive peer feedback?
    • Where could self and peer assessment be useful in your teaching?
60 min

 

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