Diversifying assessment - generic skills and criterion-referencing

Integration of web-based tasks and generic skills development in a criterion-referenced assessment scheme

Cathy Rytmeister
Macquarie University

Discipline Area

Statistics/Computing

Key assessment issue addressed

Development of discipline-specific and generic skills; student responsibility for own progress.

The initiative

Assignments, a Participation Portfolio and Online Quizzes provide a range of assessment tasks and options to suit most learning styles. The main innovative feature of this assessment scheme is the criterion-referencing for the Assignments and Portfolio.

The Stat278 Grading Policy (provided on the Unit website) states general criteria for each grade (High Distinction, Distinction, Credit, Pass) in terms of:

  • technical (programming) skills
  • statistical skills - analysis of results
  • generic skills - report writing, problem solving, critical thinking
  • approach to learning - deep, strategic or surface.

Assignments consist of Computer Simulation problems and include specific grading criteria, to be read in conjunction with the criteria set out in the Grading Policy. Students value the transparency of the criteria, and appreciate the opportunity to choose the grade that they will attempt for a given piece of work. This also seems to help them understand what are "basic" skills as opposed to "higher-order" skills and approaches. Many state that it is the first time anyone has told them what is actually required to gain a Distinction.

The Participation Portfolio provides the opportunity to demonstrate ongoing engagement with the unit, while encouraging a reflective approach. It consists of:

  • a Learning Contract, completed at the beginning of the unit, outlining previous difficulties with study and specific strategies to address these over the current semester;
  • Tutorial Worksheets, based on exercises carried out in computer labs;
  • evidence of online participation (examples of Computer Simulation found on WWW, interaction on Web-CT class discussion site, Web page publicising the Unit to new students);
  • a reflective statement on student's own learning and progress in the Unit, to be completed towards the end of the semester.

Online Quizzes (Web-CT):

  • multiple choice, calculated answer or one-word answer questions
  • objectives:
    • practice in the mechanical skills required for the unit;
    • reinforce definitions and simple concepts
    • encourage ongoing revision and participation.
    • valued by students as an aid to disciplined study - fortnightly submission ensures that they keep up with the work

The reason for the initiative's effectiveness

This assessment scheme forces students to take responsibility for their own learning by encouraging them to diagnose their own difficulties, put in place strategies to address them, and then to work at a level that is appropriate to their level of motivation, ability
and commitment.

Further details

Ms Cathy Rytmeister
Department of Statistics
Macquarie University
crytmeis@efs.mq.edu.au


 
 

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