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Assessment
Drives the Curriculum:
What
can be gained from using other nontraditional strategies for assessment? |
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| Facilitator: |
Prof. Carmel McNaught, CLEAR, CUHK.
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| Detail: |
Why
weren't formal examinations suitable for all assessments? The differences
between reliability and validity of assessment were central to understanding
this issue.
When
should assessment occur? Should it always be for marks? The differences
between formative and summative assessment were important here.
Some
interesting assessment possibilities were looked and discussed, such
as:
* Group projects: the pitfalls and possibilities
* Students writing and classifying examination items for you: they
did the work and learned at the same time!
* Assessments which focus on professional skills (e.g. information
literacy, laboratory skills) rather than just on content
* Peer assessment
* Reflective journals
* 'Authentic' assessment
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| Date: |
22 April 2002
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