REAP - Resources > Assessment Principles: Some possible candidates. Additional Resources: Below are three sets of principles that might be used to guide the design of assessment in higher or further education. The first set, of which there are 11, has informed the work of the Reengineering Assessment Practices (REAP) project (www.reap.ac.uk). The second set are a more comprehensive list developed at the University of Strathclyde by the Assessment Working Group who have been tasked with reformulating the policy and practice of assessment across the institution. The final set of 7, were proposed in the US by Chickering and Gamson (1991) based on their review of good undergraduate education.
These principles are a starting point in trying to understand the relationship between the theory and practice of assessment. The REAP project: 11 Principles of good assessment design Assessment design should: Adapted from Nicol and Macfarlane-Dick (2006) and Gibbs and Simpson (2004) The REAP project: A wider set of principles Good practice in undergraduate education: Marking in Perspective: Selective, Formative, Effective, Reflective. Marking in Perspective: Selective, Formative, Effective, Reflective Context and Motivation I’m feeling relieved, smug and virtuous because I’ve just marked some books. It feels good because a) it was overdue and, hence, was having that ‘albatross’ effect; b) for a change I am looking forward to going into my class tomorrow without feeling guilty and most importantly c) because I feel like I’ve renewed a connection with my students’ learning in a way that is hard to do any other way; I’ve done something worthwhile which always feels good.
To be absolutely clear, I am a Dylan Wiliam devotee; you won’t catch me doing marking slavishly because someone tells me I should or because it looks good; I only do marking if I think I need to – and this only if I think it will make a difference. I expect my staff to have the same attitude. So, this is my current assessment of what marking should be like if we are to maximise its impact: Marking should be selective: Marking should be formative: Like this: Knowmia - Technology for Teaching. Made Simple. Kahoot! | Game-based blended learning & classroom response system. Brainrush.
Kahoot! | Game-based blended learning & classroom response system. Independent curriculum. Find out the meanings of common sayings.
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