Assessment (EXTEND-07)

Course Description

This course is aimed at familiarizing the student with the principles, methods, types and forms of assessment, teaching and implementation in practice. The relevance of his course is determined by the intensification of the educational process, which requires the introduction of new assessment methods. Evaluation is the main criterion for quality assurance. Interest in the course mobilizes their motivation for self-development. The course is part of the system for the formation and development of the education system.

The course is based on specific principles, namely:

is part of effective teaching that focuses on how students learn. Assessment is a mechanism for providing teachers with data to improve their teaching methods, and to guide and motivate students to actively participate in their own learning. In this way, the assessment provides important feedback to both teachers and students.
promotes the development of motivation; an understanding of goals and criteria; in addition to providing valuable information about student learning, the assessment should help students diagnose their own learning.
helps students know how to improve their own participation in the educational process;

The features of the course are its instrumental nature, focus on the formation of practical readiness for management activities based on pedagogical expertise and expert assessments in higher educational institutions. The relevance of his course is determined by the intensification of the educational process, which calls for implementation of the new methods of assessment.

Assessment is the main criteria for the quality assurance. The interest of the course mobilizes their motivation for self-development. The course is part of a system forming and development of education system

Methodology

Lectures;
Seminars and tutorials;
Independent study;
Laboratory and practical learning.

Course Length

1 ECTS, 12 contact hours, 13 independent hours.

Course Objectives

The main aim of the course is to improve the effectiveness of the educational process by familiarizing students with modern assessment principles and methods, by allowing them to develop their ability to identify problems in the educational process and to assess themselves. The course aims

to educate trainees about the general principles of using assessment opportunities;

Learning Outcomes

Participants will be expected to be able to:

recognize the multiple purposes of assessment
examine the issues and tensions associated with the multiple purposes of assessment in higher education
critique the assumptions of traditional higher education assessment practices
articulate key principles for implementing assessment to enhance learning
to determine the level of involvement of students in the educational process.
to determine how the learners processed and acquired the obtained material.
identify the most commonly used assessment methods;
develop and evaluate higher education assessment projects;
describe the concepts and practices of assessment in higher education.

Course Goals

The course focuses on the use of assessment technologies in learning. The goals of the course are:

to characterize conceptions and practices of assessment in higher education;
to identify the most used assessment methods;
to develop and evaluate intervention projects on assessment on higher education.
to determine the level of theoretical and practical level of knowledge and skills, etc.

Course Requirements

Minimum requirements: to have the level no less than bachelor, masters or Ph.D. students and to meet the requirements of a definite HEI to a bachelor.

Final Action Plan Project

As a final project, participants will complete an action plan for using assessment approaches in their own classrooms. Participants are expected to work independently on the final action plan project throughout the course. Each participant is expected to submit a summary of his or her Assessment approach on the discussion board.

Reading materials

1. Алексеев Н. Г. Проектирование и рефлексивное мышление // Развитие личности. 2002. № 3.

2. Бобиенко О. М., Сафина З. Н. Компетентностно- ориентированный подход в образовании. Казань: изд. Центр. Академии управления «ТИСБИ», 2004.

3. Иванов Д. А. Компетентностный подход в образовании. Проблемы, понятия, инструментарий. М.: АПКиППРО, 2005.

4. Селевко Г. К. Педагогические технологии на основе активизации, интенсификации и эффективного управления УВП. М.: НИ И школьных технологий, 2005.

5. Шейхмамбетов, С. Р. Современная методика оценки результатов обучения / С. Р. Шейхмамбетов. — Текст : непосредственный // Молодой ученый. — 2015. — № 11 (91). — С. 1516-1519.

6. Ewell, P. T. (1998). National Trends in Assessing Student Learning. Journal of Engineering Education, 87(2), 107-113. https://doi.org/10.1002/j.2168-9830.1998.tb00330.x

7. Andreev A.A. Didactic bases of distance learning. M.: RAE, 1999.

8. Akhromushkin E.A. Use of video lectures for the solution of actual problems of modernization of education // the educational environment today and tomorrow: materials of the All-Russian scientific and practical Conference. M.: All-Russia Exhibition Centre, 2004.

9. Bayerlein, L. (2014). Students’ feedback preferences: how do students react to timely and automatically generated assessment feedback? Assessment and Evaluation in Higher Education, 39(8), 916-931. https://doi.org/10.1080/02602938.2013.870531

10. Bryan, C., & Clegg, K. (Eds.). (2006). Innovative assessment in higher education. London: Routledge. https://doi.org/10.4324/9780203969670

11. Bugrovskaya E.V. The educational site in studying of natural-science disciplines : abstract dis. ... cand. ped. sciences. Novosibirsk, 2005.

12. Clancy, E., Quinn, P., & Miller, J. (2005). Assessment of a Case Study Laboratory to Increase Awareness of Ethical Issues in Engineering. IEEE Transactions on Education, 48(2), 313-317. https://doi.org/10.1109/TE.2004.842900

13. Cruz, J. A., & Frey, W. J. (2003). An effective strategy for integrating ethics across the curriculum in engineering: An ABET 2000 challenge. Science and Engineering Ethics, 9(4), 543-568. https://doi.org/10.1007/s11948-003- 0049-2

14. Dziob, D., Kwiatkowski, L., & Sokolowska, D. (2018). Class tournament as an assessment method in physics courses: A pilot study. Eurasia Journal of Mathematics, Science and Technology Education, 14(4), 1111-1132. https://doi.org/10.29333/ejmste/81807.

15. Ewell, P. T. (1998). National Trends in Assessing Student Learning. Journal of Engineering Education, 87(2), 107-113. https://doi.org/10.1002/j.2168-9830.1998.tb00330.x

16. Glen M.N. Video lectures as an element of educational process // Telecommunications and informatization of education. 2000. № 1. P. 42-49.

17. Gravells A (2014) Достижение ваших единиц оценки и обеспечения качества (2nd Edn) London Learning Matters SAGE

18. Gravells and Simpson (2012) Равенство и разнообразие в секторе непрерывного образования Лондонские вопросы обучения SAGE13. Ollin R & Tucker J (2012) Пособие по профессиональной оценке (включая IQA) Лондон Коган

19. Kalinin D.A. Use of case-technologies in video communicative training // «Satellite +» : proceedings of the XVII International scientific and practical Conference «New Pedagogical Technologies». M., 2014

20. Leslie, L. J., & Gorman, P. C. (2016). Collaborative design of assessment criteria to improve undergraduate student engagement and performance. European Journal of Engineering Education, 3797(April), 1-16

21. MacLellan, E. (2001). Assessment for Learning: The differing perceptions of tutors and students. Assessment & Evaluation in Higher Education, 26(4), 307-318.

22. Nicol, D. J. (2009). Assessment for learner self‐regulation: enhancing achievement in the first year using learning technologies. Assessment & Evaluation in Higher Education, 34(3), 335-352. https://doi.org/10.1080/02602930802255139

23. Olds, B. M., Moskal, B. M., & Miller, R. L. (2005). Assessment in Engineering Education: Evolution, Approaches and Future Collaborations. Journal of Engineering Education, 94(1), 13-25. ttps://doi.org/10.1002/j.2168- 9830.2005.tb00826.x

24. Sethy, S. S. (2018b). Professionalism in assessing students’ performance: Roles and responsibilities of higher education teachers. In S. S. Sethy (Ed.), Higher Education and Professional Ethics (pp. 99-123). London: Routledge India.

Evaluation Standards

Tentative course agenda

INTRODUCTION …………………….................……………………………………………...3-5

SECTION 1. THE GROUNDS OF ASSESSMENT …………………………………...…… 6-14

What is Assessment………………………………………………..……………………..6-7
Assessment vs Evaluation………………………….………………………………....…..7-8
Related concepts……………………………………………………..…………………...8-9
Process elements vs stages ……….………………………………………………………9-9
The design cycle of Assessment ………..……………………………………………….9-10
The functions of Assessment in higher education………………………………………10-13
Assessment in the context of engineering education…………………………………...13-14

SECTION 2. ASSESSMENT of LEARNING vs. ASSESSMENT for LEARNING………14-27

2.1. Part 1: Where, What, Why, How?....………….....……………………………….……..14-18

2.2. Part 2: When? ………………………..………...………………….…..….....................19-27

SECTION 3. ASSESSMENT TECHNIQUES AND TOOLS ……………….……….…....28-36

3.1. The state of the art ………….………………………………..…………………………28-28

3.2. The feedback …………………….……….…….……………………………………...28-33

3.3. Assessment tools……………………………………………………………………….33-36

SECTION 4. ASSESSMENT IN AN INSTITUTIONAL FRAME-MANAGEMENT OF QUALITY ASSESSMENT IN EDUCATION .………………………………………….....37-41

4.1. General Provisions…………...….……………………………….….…………..……..37-38

4.2. Quality in education: the institutional level…………………………………………….38-39

4.3. Integration of learning outcomes into academic programs…………………………….39-40

4.4. Accreditation…………………………………………………………………………...41-41

CONCLUSION…………………………………………………………..……………...........42-42

LIST OF USED SOURCES AND REFERENCES …………………………………………43-44

Assignments

Oral presentations are mostly used as a method to assess oral presentational skills, understanding of the content, and ability to organize and structure material.
Projects are an exceptional method to assess student’s creation or innovation abilities. For example, a student has to understand the material, apply their understanding to another context, and construct a project based upon this comprehension.
Case studies are generally used to apply class content to specific individuals, usually themselves.
Labs are an ideal method to apply abstract ideas or theories to concrete experiences.
Group assignments are able to assess interpersonal, communication, and collaborative skills of students. For collaboration, a student must be able to synthesize the material from group member and help create a group solution or product.

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