BKO - ISGA - Course 2

Welcome tutors 
of the Institute of Security and Global Affairs
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Pedagogische wetenschappenWOStudiejaar 1

This lesson contains 14 slides, with interactive quiz and text slides.

Items in this lesson

Welcome tutors 
of the Institute of Security and Global Affairs

Slide 1 - Slide

Course 2
Testing and assessments 
1
Group session 1

Different assessment methods (formative and summative), the test cylce.
2
Group session 2
Guiding principles of assessments, how to secure good quality of testing?
3
Redesign a test  
In pairs.
4
Group session 3
Using a specification matrix, Bloom model.
5
Group session 4
Grading, assessing (making a rubric, checklist, define pass mark), analyse test results.
6
Group session 5
Feedback, improving your tests. 
7
Presentations of redesignd tests
In pairs.
This session: 
- Look at the test cycle
- Vision on testing via image 
- Learning objectives
- Start situation
- Some content about feedback 
- Assignment in pairs
- Evaluation 

Slide 2 - Slide

The test cycle
Based on Jasper & Schade (2002)
Jasper & Schade, 2002

Slide 3 - Slide

Which postcard is symbolic for your vision on testing?
1. In the attachment of this meeting request you can find the document: 'Postcards - vision on testing'. (document also in chat).

2. Choose a photo. 

3. Explain why you chose this photo. 

Slide 4 - Slide

Learning objectives for today's session
- At the end of this session you know how and when to give feedback on students work.
- At the end of this session you know some tips & tricks about giving feedback on a test or assessment.


Slide 5 - Slide

What's important when giving feedback after an assessment?

Slide 6 - Mind map

Step 6 in the Test Cycle: Assign grades  

Moment (when to give feedback)                   How to give feedback 
Direct
Delayed
Oral
Written
- Feedback on presentation, oral test, access moment.
- Answer model, rubric, email, assessmentform.
Communicate the result but also communicate feedback!

Slide 7 - Slide

Level of feedback
Feedback on test level              Feedback on learning objectives                Feedback on answer level  
'Congratulations you passed'. or  'The result of your test is a 7'.
When using a specification matrix -> 'you have the knowledge about the political situation in Syria, but you did not pass the academic writting skill'. 
1 - Feedback only on result -> good or wrong noted by each answer.

2 - Feedback on result + good answer 'B is wrong, the right answer is A'.

3 - Feedback with explanation.
(Based on Bijkerk, 2015)

Slide 8 - Slide

Slide 9 - Slide

Conclusions
Give feedback as soon as possible and be specific for a greater learning effect!

Some small tips: 
- Formulate feedback in a positive way.
- Formulate feedback in a way students will understand.
- Explain what the good answer is, even when the student has chosen the correct answer.
- Don't give new information.

Slide 10 - Slide

Taking a closer look at your curriculum 
Taking a closer look at your curriculum
Assignment in pairs (3 minutes) 
Due to Covid19 the midterm Multiple Choice (MC) exam (50% of final grade) and the final MC exam (50% of final grade) of the lecture 'Introduction to securtiy and Safety' must be changed in a different type of test because the faculty does not want to use proctoring.
1. How would you redesign? 2. How will you be giving feedback?
timer
2:00

Slide 11 - Slide

Slide 12 - Slide

What do you hope te learn?
In 5 minutes: 
1.  formulate your own learning questions on testing and assessing via Padlet: https://nl.padlet.com/m_oud/test


Slide 13 - Slide

Why testing and assesing?
Formative and summative
Why testing?
Gives student feedback on learning and progress 
= formative 
To decide if a student has the aquired knowledge, skills and/or attitude =summative

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