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Designing a Work Integrated Assessment Collaborate Project The concept of a work‐integrated assessment is an assessment where the tasks and conditions are more closely aligned to what you would experience within employment. Multiple Assessment Points Bringing together staff, students and employers to create Move to a more distributed pattern of assessment; consider employability focused assessments enhanced by technology introducing ‘surprise’ points Module: Assessments are often delivered in the form of one summative assessment, e.g. an exam or essay, at the end of a period of Co-ordinator: formal learning. In employment however, ‘assessment’ or evaluation points tend to occur frequently. In addition, timing is often out of individual control, and consequently it can be Year: necessary to juggle competing tasks at short notice. Using multiple assessment points helps to develop reflective thinking, whilst ‘surprise’ points support task prioritisation. Peer / Self Review Time Varied Audiences Include peer and/or self review explicitly in the assessment Aim to set explicit audiences for each assessment point process In higher education the audience for an assessment is Typically the review of assessments (i.e. feedback) in formal implicitly the academic that sets it, who will naturally be already education is only provided by teaching staff. In employment, aligned in some way with the course and / or module. This however, much of the review process comes in multiple forms, contrasts with employment, where the audience can be peers, e.g. informal peer feedback from colleagues, formal and but is more often the client or another external third party, with informal reviews from clients, and self-review of personal different values, priorities and expectations. performance. Having to think for a different audience on an Including peer and/or self review explicitly within an assessment provokes greater reflective thinking, and requires assessment helps students to develop critical thinking skills, and Overview new types of synthesis. encourages articulation and evidencing. Overview This example shows a blank sheet, designed to be used by This example shows a blank sheet, designed to be used by Audience collaborative teams of staff, students and employers who have collaborative teams of staff, students and employers who have already expressed a desire to create a work‐integrated already expressed a desire to create a work‐integrated assessment. Six ‘dimensions’ are shown which are the hallmarks assessment. Six ‘dimensions’ are shown which are the hallmarks of o work-integrated assessment. The sheet is a thinking tool to of o work-integrated assessment. The sheet is a thinking tool to help the design team reflect on how a current assessment might help the design team reflect on how a current assessment might be marked on the six dimensions of the radar chart, and what be marked on the six dimensions of the radar chart, and what changes might be made to move along these six dimensions. changes might be made to move along these six dimensions. The model is designed to be used in three stages: (1) An analysis The model is designed to be used in three stages: (1) An analysis stage to understand how the assessments for a module stage to understand how the assessments for a module currently map to the dimensions, followed immediately by; (2) A currently map to the dimensions, followed immediately by; (2) A design stage where changes to the assessments are proposed Problem / Data design stage where changes to the assessments are proposed that will create movement along the dimensions, followed much that will create movement along the dimensions, followed much later by; (3) An evaluation stage after the assessments have run later by; (3) An evaluation stage after the assessments have run to assess the impact of designed changes. to assess the impact of designed changes. Light Structure ‘Real World’ Problem / Data Lightly structure the overall assessment; reward student Set an overall real world problem, supported by real approaches world data Most thinking on assessment suggests that there should be Purely academic learning might require a theoretical problem in explicit guidance to students concerning how and where marks order to test a theoretical understanding. In are attained. However in employment part of the challenge for employment though problems tend to be very real, and the the individual and/or team is the structuring of the work that Review Collaboration data that you need to work with rarely comes in coherent, needs to be completed. Tasks need to be identified, processes standardised forms. It is usually in 'messier' formats that need decided, and priorities allocated. to be interpreted to be of use. Using a light structure approach encourages students to plan Using a real world problem and real world data helps to develop tasks and goals in order to solve a bigger problem, Structure skills in analysis, interpretation and evaluation. strengthening their project management and prioritisation Collaborative Working skills. Create teams of students from the outset, encourage collaboration Many forms of assessment require working alone, yet employment invariably requires some form of collaboration and team work, and often with unknown and perhaps even challenging individuals. Encouraging students to work collaboratively and in teams improves their ability to negotiate and discuss, and develops For more information contact Richard Osborne (r.m.osborne@exeter.ac.uk) their understanding of team roles and role flexibility. Project blog available at http://blogs.exeter.ac.uk/collaborate/ Designing a Work Integrated Assessment Collaborate Project The concept of a work‐integrated assessment is an assessment where the tasks and conditions are more closely aligned to what you would experience within employment. Multiple Assessment Points Bringing together staff, students and employers to create Move to a more distributed pattern of assessment; consider employability focused assessments enhanced by technology introducing ‘surprise’ points Module: Assessments are often delivered in the form of one summative Analysis Stage assessment, e.g. an exam or essay, at the end of a period of Analysis Stage formal learning. In employment however, ‘assessment’ or The analysis stage is an opportunity to think about how the assessments for Co-ordinator: The analysis stage is an opportunity to think about how the assessments for evaluation points tend to occur frequently. In addition, timing is the module under discussion currently map to the dimensions moofteden ol.u tI to fm inadyiv idual control, and consequently it can be the module under discussion currently map to the dimensions model. It may necessary to juggle competing tasks at short notice. Year: well be the case that some aspects of the current assessments are already well be the case that some aspects of the current assessments are already Using multiple assessment points helps to develop reflective well developed in terms of these dimensions. The purpose of the tool is to well developed in terms of these dimensions. The purpose of the tool is to thinking, whilst ‘surprise’ points support task prioritisation. help the collaborative team visualise this, and highlight areas which aren’t Time help the collaborative team visualise this, and highlight areas which aren’t perhaps as well developed as others. perhaps as well developed as others. Peer / Self Review Varied Audiences No explicit attempt has been made to quantify the scales of the axes. Teams Include peer and/or self review explicitly in the assessment Aim to set explicit audiences for each assessment point No explicit attempt has been made to quantify the scales of the axes. Teams process are encouraged to use the boundaries implied by the top and bottom of the In higher education the audience for an assessment is are encouraged to use the boundaries implied by the top and bottom of the Typically the review of assessments (i.e. feedback) in formal implicitly the academic that sets it, who will naturally be already scales, together with their interpretation of the best and worst aspects of scales, together with their interpretation of the best and worst aspects of education is only provided by teaching staff. In employment, aligned in some way with the course and / or module. This their current assessments, as overall guides for rating within the model. however, much of the review process comes in multiple forms, contrasts with employment, where the audience can be peers, their current assessments, as overall guides for rating within the model. e.g. informal peer feedback from colleagues, formal and but is more often the client or another external third party, with informal reviews from clients, and self-review of personal different values, priorities and expectations. performance. Review Audience Having to think for a different audience on an Including peer and/or self review explicitly within an assessment provokes greater reflective thinking, and requires assessment helps students to develop critical thinking skills, and new types of synthesis. encourages articulation and evidencing. Structure Problem / Data Light Structure ‘Real World’ Problem / Data Lightly structure the overall assessment; reward student Set an overall real world problem, supported by real approaches world data Most thinking on assessment suggests that there should be Purely academic learning might require a theoretical problem in explicit guidance to students concerning how and where marks order to test a theoretical understanding. In are attained. However in employment part of the challenge for employment though problems tend to be very real, and the the individual and/or team is the structuring of the work that data that you need to work with rarely comes in coherent, needs to be completed. Tasks need to be identified, processes standardised forms. It is usually in 'messier' formats that need decided, and priorities allocated. to be interpreted to be of use. Using a light structure approach encourages students to plan Using a real world problem and real world data helps to develop tasks and goals in order to solve a bigger problem, Collaboration skills in analysis, interpretation and evaluation. strengthening their project management and prioritisation Collaborative Working skills. Create teams of students from the outset, encourage collaboration Many forms of assessment require working alone, yet employment invariably requires some form of collaboration and team work, and often with unknown and perhaps even challenging individuals. Evaluation Encouraging students to work collaboratively and in teams improves their ability to negotiate and discuss, and develops For more information contact Richard Osborne (r.m.osborne@exeter.ac.uk) their understanding of team roles and role flexibility. Project blog available at http://blogs.exeter.ac.uk/collaborate/ Designing a Work Integrated Assessment Collaborate Project The concept of a work‐integrated assessment is an assessment where the tasks and conditions are more closely aligned to what you would experience within employment. Multiple Assessment Points Design Stage Bringing together staff, students and employers to create Design Stage Move to a more distributed pattern of assessment; consider employability focused assessments enhanced by technology The design stage is where changes to the assessments are proposed that introducing ‘surprise’ points The design stage is where changes to the assessments are proposed that will create movement along the axes. The adding (or potentially Assessments are often delivered in the form of one summative Module: will create movement along the axes. The adding (or potentially assessment, e.g. an exam or essay, at the end of a period of removing) of components is discussed that will help to create removing) of components is discussed that will help to create formal learning. In employment however, ‘assessment’ or movement along the axes as appropriate. Co-ordinator: movement along the axes as appropriate. evaluation points tend to occur frequently. In addition, timing is often out of individual control, and consequently it can be necessary to juggle competing tasks at short notice. Technology “Top Trumps” have been designed to be used in conjunction Year: Technology “Top Trumps” have been designed to be used in conjunction Using multiple assessment points helps to develop reflective with this model, which suggest digital technologies that could support with this model, which suggest digital technologies that could support thinking, whilst ‘surprise’ points support task prioritisation. Time the proposed changes. Examples might be a wiki to o support the the proposed changes. Examples might be a wiki to o support the Collaboration dimension, a project management tool to support the Collaboration dimension, a project management tool to support the Structure dimension, or perhaps a blog to support the Time dimension. Structure dimension, or perhaps a blog to support the Time dimension. Peer / Self Review Varied Audiences Include peer and/or self review explicitly in the assessment Aim to set explicit audiences for each assessment point process In higher education the audience for an assessment is Typically the review of assessments (i.e. feedback) in formal implicitly the academic that sets it, who will naturally be already education is only provided by teaching staff. In employment, aligned in some way with the course and / or module. This however, much of the review process comes in multiple forms, contrasts with employment, where the audience can be peers, e.g. informal peer feedback from colleagues, formal and but is more often the client or another external third party, with informal reviews from clients, and self-review of personal different values, priorities and expectations. performance. Review Audience Having to think for a different audience on an Including peer and/or self review explicitly within an assessment provokes greater reflective thinking, and requires assessment helps students to develop critical thinking skills, and new types of synthesis. encourages articulation and evidencing. Structure Problem / Data Light Structure ‘Real World’ Problem / Data Lightly structure the overall assessment; reward student Set an overall real world problem, supported by real approaches world data Most thinking on assessment suggests that there should be Purely academic learning might require a theoretical problem in explicit guidance to students concerning how and where marks order to test a theoretical understanding. In are attained. However in employment part of the challenge for employment though problems tend to be very real, and the the individual and/or team is the structuring of the work that data that you need to work with rarely comes in coherent, needs to be completed. Tasks need to be identified, processes standardised forms. It is usually in 'messier' formats that need decided, and priorities allocated. to be interpreted to be of use. Using a light structure approach encourages students to plan Using a real world problem and real world data helps to develop tasks and goals in order to solve a bigger problem, Collaboration skills in analysis, interpretation and evaluation. strengthening their project management and prioritisation Collaborative Working skills. Create teams of students from the outset, encourage collaboration Many forms of assessment require working alone, yet employment invariably requires some form of collaboration and team work, and often with unknown and perhaps even challenging individuals. Analysis Evaluation Encouraging students to work collaboratively and in teams improves their ability to negotiate and discuss, and develops For more information contact Richard Osborne (r.m.osborne@exeter.ac.uk) their understanding of team roles and role flexibility. Project blog available at http://blogs.exeter.ac.uk/collaborate/ Designing a Work Integrated Assessment Collaborate Project The concept of a work‐integrated assessment is an assessment where the tasks and conditions are more closely aligned to what you would experience within employment.. Multiple Assessment Points Bringing together staff, students and employers to create Move to a more distributed pattern of assessment; consider employability focused assessments enhanced by technology introducing ‘surprise’ points Module: Assessments are often delivered in the form of one summative assessment, e.g. an exam or essay, at the end of a period of Co-ordinator: formal learning. In employment however, ‘assessment’ or evaluation points tend to occur frequently. In addition, timing is often out of individual control, and consequently it can be Year: necessary to juggle competing tasks at short notice. Using multiple assessment points helps to develop reflective thinking, whilst ‘surprise’ points support task prioritisation. Time Peer / Self Review Varied Audiences Include peer and/or self review explicitly in the assessment Aim to set explicit audiences for each assessment point process In higher education the audience for an assessment is Typically the review of assessments (i.e. feedback) in formal implicitly the academic that sets it, who will naturally be already Evaluation Stage Evaluation Stage education is only provided by teaching staff. In employment, aligned in some way with the course and / or module. This The final stage using the dimensions model is however, much of the review process comes in multiple forms, contrasts with employment, where the audience can be peers, The final stage using the dimensions model is e.g. informal peer feedback from colleagues, formal and but is more often the client or another external third party, with an evaluation stage after the assessments have an evaluation stage after the assessments have informal reviews from clients, and self-review of personal different values, priorities and expectations. run, which will evaluate the overall impact of run, which will evaluate the overall impact of performance. Having to think for a different audience on an the designed changes. Review Audience Including peer and/or self review explicitly within an assessment provokes greater reflective thinking, and requires the designed changes. assessment helps students to develop critical thinking skills, and new types of synthesis. encourages articulation and evidencing. A separate evaluation tool has been designed A separate evaluation tool has been designed for use with the model, which creates a third for use with the model, which creates a third polygon to illustrate visually how those polygon to illustrate visually how those involved with the assessment think they have involved with the assessment think they have developed in terms of the six dimensions. The developed in terms of the six dimensions. The dimensions themselves are not directly dimensions themselves are not directly referenced, instead 48 skill cards are rated by referenced, instead 48 skill cards are rated by participants on a 7-stage Likert type scale. The participants on a 7-stage Likert type scale. The cards are pre-coded with one of the six cards are pre-coded with one of the six dimensions, and hence a score for each dimensions, and hence a score for each dimension can be extracted from the data by dimension can be extracted from the data by the evaluators, and applied to the model. the evaluators, and applied to the model. Structure Problem / Data Light Structure ‘Real World’ Problem / Data Lightly structure the overall assessment; reward student Set an overall real world problem, supported by real approaches world data Most thinking on assessment suggests that there should be Purely academic learning might require a theoretical problem in explicit guidance to students concerning how and where marks order to test a theoretical understanding. In are attained. However in employment part of the challenge for employment though problems tend to be very real, and the the individual and/or team is the structuring of the work that data that you need to work with rarely comes in coherent, needs to be completed. Tasks need to be identified, processes standardised forms. It is usually in 'messier' formats that need decided, and priorities allocated. to be interpreted to be of use. Using a light structure approach encourages students to plan Using a real world problem and real world data helps to develop tasks and goals in order to solve a bigger problem, Collaboration skills in analysis, interpretation and evaluation. strengthening their project management and prioritisation Collaborative Working skills. Create teams of students from the outset, encourage collaboration Many forms of assessment require working alone, yet employment invariably requires some form of collaboration and team work, and often with unknown and perhaps even challenging individuals. Analysis Design Encouraging students to work collaboratively and in teams improves their ability to negotiate and discuss, and develops For more information contact Richard Osborne (r.m.osborne@exeter.ac.uk) their understanding of team roles and role flexibility. Project blog available at http://blogs.exeter.ac.uk/collaborate/
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