Designing effective assessments is crucial for promoting meaningful learning experiences and evaluating students’ knowledge and skills. To assist you, we have curated a collection of reflective questions that can guide the process of assessment design.
By engaging in reflective practice and incorporating these questions into your assessment design process, you can enhance the quality and effectiveness of your assessments, ultimately benefiting both yourself and students.
_____________________________
Useful resource for assessment design
In his article, Mathew Hillier shares a link to an activity on Assessment Design – Reflection Questions.
The resource aims to assist you in recognizing and addressing potential risks related to the utilization of generative artificial intelligence tools (GAITs) in assessment completion. It consists of a collection of questions, each specifically targeting a distinct risk factor, enabling you to identify and mitigate these risks effectively.
Here’s the link if you’d like to try this activity yourself.
_____________________________
Further resources
Andrade, H., & Cizek, G. (Eds.). (2010). Handbook of formative assessment. Routledge
Biggs, J., Tang, C., & Kennedy, G. (2022). Teaching for quality learning at university (5th ed.). McGraw Hill. – specifically chapter 10 Aligning assessment tasks with intended learning outcomes: principles, chapter 11 Assessing and grading for declarative intended learning outcomes and chapter 12 Assessing and grading for functioning intended learning outcomes.
Department for Education. (2023, March). Generative artificial intelligence in education: Departmental statement. Gov.uk. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1146540/Generative_artificial_intelligence_in_education_.pdf
Hillier, M. (2023, March 3). Assessment tweaks in response to generative artificial intelligence. TECHE. https://teche.mq.edu.au/2023/03/assessment-tweaks-in-response-to-generative-artificial-intelligence/
Joint Council for Qualifications. (2023). AI use in assessment: Protecting the integrity of qualifications. JCQ. https://www.jcq.org.uk/exams-office/malpractice/artificial-intelligence/
Lee, J. (2023, May 8). Effective assessment practices for a ChatGPT-enabled world. Times Higher Education. https://www.timeshighereducation.com/campus/effective-assessment-practices-chatgptenabled-world
Moon, J. (2009). A handbook of reflective and experiential learning: Theory and practice. Routledge Farmer.
Morrison McGill, R. (2023, April 21). Generative AI: Using ChatGPT in classrooms. @TeacherToolkit. https://www.teachertoolkit.co.uk/2023/04/21/chatgpt-in-classrooms/
Thomas, D., Rundle, O., & Emery, S. (2018). Elaborating a framework for communicating assessment aims in higher education. Assessment & Evaluation in Higher Education, 44(4), 546-564. https://doi.org/10.1080/02602938.2018.1522615
Wiliam, D. (2018). Embedded formative assessment (2nd ed.). Solution Tree.