Support for assessment practice: developing the Assessment Design Decisions Framework

Abstract

There are many excellent publications outlining features of assessment and feedback design in higher education. However, university educators often find these ideas challenging to realise in practice, as much of the literature focuses on institutional change rather than supporting academics. This paper describes the conceptual development of a practical framework designed to stimulate educators' thinking when creating or modifying assessments. We explain the concepts that underpin this practical support, including the notions of 'assessment decisions' and 'assessment design phases', as informed by relevant literature and empirical data. We also present the outcome of this work. The Assessment Design Decisions Framework. This provides key considerations in six categories: purposes, contexts, tasks, interactions, feedback processes and learning outcomes. By tracing the development of the Framework, we highlight complex ways of thinking about assessment that are relevant to those who design and deliver assessment to tertiary students. There are many excellent publications outlining features of assessment and feedback design 2 in higher education. However, university educators often find these ideas challenging to 3 realise in practice, as much of the literature focusses on institutional change rather than 4 supporting academics. This paper describes the conceptual development of a practical 5 framework designed to stimulate educators' thinking when creating or modifying assessments. 6We explain the concepts that underpin this practical support, including the notions of 7

A Systematic Review of Technology-Supported Peer Assessment Research

“…Despite of all the advantages described above, many instructors are struggling with how to design and improve technology-supported peer assessment in real practices. Literature also suggests that optimizing peer assessment design is crucial for improving assessment practices (Bearman et al, 2016). A systematic review of technology-supported peer assessment literature can provide better insights for instructors to design and implement peer assessment.…”

“…However, the design features of peer assessments are often neglected by instructors due to focusing on peers' works or final scores (Adachi et al, 2018). More specifically, 'front-line' educators and practitioners often find it very challenging to implement and improve peer assessment in practice (Bearman et al, 2016). They often design peer assessment activities based on their assumptions and experiences which leads to problems in selecting appropriate peer assessment tasks, learning domains, and criteria development (Adachi et al, 2018).…”

La evaluación del aprendizaje: Percepciones y prácticas del profesorado universitario

“…Tal y como afirman Joughin, Dawson y , las mejoras en la evaluación, en última instancia, dependen de las decisiones y acciones del profesorado de manera individual. No obstante, en general, la investigación se ha centrado más en el alumnado y su experiencia de evaluación y menos en el papel del profesorado (Bearman et al, 2016;Nicol, 2010). Entre los estudios que destacan la responsabilidad del profesorado en la evaluación, se incluyen, por un lado, los trabajos que analizan el vínculo entre factores relacionados con el pensamiento del profesorado y las barreras para implementar un modelo determinado de evaluación: las concepciones del profesorado (Carless, 2015); sus pensamientos y creencias sobre la evaluación (Brown, Hui, Yub y Kennedy, 2011;Serrano 2010) y las causas inconscientes (Joughin et al, 2017).…”

Aprendiendo a través de Tareas de Evaluación Auténticas: Percepción de Estudiantes de Grado en Educación Infantil

“…Así mismo, los estudiantes han percibido que participar activamente en el proceso de proalimentación a lo largo de la tarea, les ha proporcionado mayores beneficios que únicamente recibir los comentarios que provienen del profesorado. Esto es debido a que el nivel de autorregulación en este último caso, predominante hoy en día en la Educación Superior (Bearman et al, 2016), es casi inexistente (García-Jiménez et al, 2013). Se destaca entonces, la necesidad de pasar de la retroalimentación a la proalimentación, a través de estrategias de evaluación democráticas (Murillo e Hidalgo, 2016), promoviendo el diálogo compartido entre docente y estudiante para que éste utilice toda la información y decida cómo regular su aprendizaje (García-Jiménez et al, 2013).…”