Wilson, M., & Scalise, K. (2006). Assessment to improve learning in higher education: The BEAR Assessment System. [Article]. Higher Education, 52(4), 635-663.
Abstract: This paper discusses how assessment practices in higher education can improve or hinder learning. An example is given to illustrate some common educational practices that may be contributing to underpreparation and underperformance of students. Elements of effective learning environments that may better address underlying metacognitive issues are discussed. The principles of the Berkeley Evaluation & Assessment Research Assessment (BEAR) System are introduced, and their use to improve learning is described in the context of the UC Berkeley ChemQuery project.
This article describes a threefold approach to successfully ensuring student learning. First, students need to understand the measures on which they will be evaluated. Second, students need to know where they stand on these measures. Lastly, students need to know how they can improve. The article illustrates the importance of feedback to students by following a student through an eighteen week computer science course sans instructor feedback. The student is frustrated, unclear of the instructor expectations, and unable to master the coursework. The authors offer embedded assessment as a tool for generating diagnostic information and feedback to students. The system described is the Berkeley Evaluation and Assessment Research (BEAR) used to assess, interpret, monitor, and respond to student performance. The system focuses on three principles. The first principle is developmental perspective used to assess development of understanding of concepts over time. The second principles explains the importance of matching instruction and assessment. It is suggested that instructors develop instructional materials and assessments at the same time to increase relevancy. The third principle focuses on quality evidence using item response modeling to map student performance. The last principle underscores the need for instructors to continually review and modify assessment practices.
This was an excellent overview a an assessment methods using multiple theories of learning and focused on improving formative assessment.
Subscribe to:
Post Comments (Atom)
Thank you for this post. This presents a valuable example of embedding assessment into instruction. This helps to tie instructional objectives to student learning, helps students know where they stand in the course, and creates a feedback loop. This is another example of how the assessment "loop" may be closed. This can also lend itself well to program and institutional assessment of student learning.
ReplyDelete