Motivation for adopting the assessment strategy - Case Study 6: An assessment partnership between the learners and the assessors
Part 4 in Case Study 6: An assessment partnership between the learners and the assessors a case study from Enhancing the Effectiveness of Tertiary Teaching and Learning through Assessment.
Motivation for adopting the assessment strategy
Sylvie wanted to structure a learning experience utilizing the arts and community development in which assessment did not drive the learning. 'There should not be a tick list in front of us while we are doing the learning'. In addition she was changing the dynamic where 'assessment is done to learners'. She believes that assessment should be a fair and accurate record of what took place and allow people to identify where they have succeeded. By devising this assessment strategy, Sylvie has now aligned the assessment with the learning.
Formative assessment is threaded through the programme using self and peer assessment processes and progress interviews. The summative assessment strategy is somewhat like recognition of prior learning in that the portfolio enables the student and the tutor to see the leaning that has taken place. 'You are able to determine that these things have taken place but from different places in the programme ... so over the programme all the standards are addressed but not always in little discrete events'.
A new framework for funding from the Ministry for Youth Development requires demonstration of a set of measurable outputs in four areas of classification: transferable skills, personal development, relationship development and contribution to the community environment. This requirement will impact on the ongoing development of the programme. 'Although the four areas named are good for describing the broad divisions of the programme's aims, it is difficult to separate them into discreet and individually measurable outputs. All four are woven into most of the activities within the programme, and while they may be weighted in slightly differing proportions, they are rarely limited to fewer than three in fairly equal measure.
Purpose of the assessment strategy
To provide a holistic learning experience in which students learn to self assess and give peer assessment in order to gain confidence and realise that they can be self-directing in their learning.