BKO - ISGA - Course 2

• Pedagogische wetenschappen
• WO
• Studiejaar 1

Welcome tutors 

of the Institute of Security and Global Affairs

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 

The test cycle

Based on Jasper & Schade (2002)

Jasper & Schade, 2002

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. 

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.

What's important when giving feedback after an assessment?

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!

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)

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.

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?

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

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