Ten Guiding Principles/Exercises

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Modular programmes can promote open, active and flexible learning by allowing (within an appropriate framework of support) students to take increasing responsibility for their learning ([[Referenced Articles/Assessing_for_Learning#Ten_Guiding_Principles |Blackwell and Williamson 1999]], [[Referenced Articles/Assessing_for_Learning#Ten_Guiding_Principles |McMahon & O’Riordan 2006]]). Guiding principles of assessment within the modular system are:

1. Assessment should align with the learning outcomes and the teaching/learning methods used ([[Referenced Articles/Assessing_for_Learning#Ten_Guiding_Principles |Biggs, 2003a;]] [[Referenced Articles/Assessing_for_Learning#Ten_Guiding_Principles |Biggs, 2003b]]).

2. Use the principle of “backwash” (the tendency for students to let what they perceive to be what the assessment regime will reward) to prompt higher order learning and the development of autonomous learning skills. [[Referenced Articles/Assessing_for_Learning#Ten_Guiding_Principles |(Biggs 2003a)]]

3. Give students clear and easy to understand details of the assessment criteria used [[Referenced Articles/Assessing_for_Learning#Ten_Guiding_Principles |(McMahon & O’Riordan 2006)]]

4. Be aware of assessment and learning outcomes of other modules [[Referenced Articles/Assessing_for_Learning#Ten_Guiding_Principles |(Blackwell and Williamson, 1999)]]

5. Allow students choices and preferences in their learning [[Referenced Articles/Assessing_for_Learning#Ten_Guiding_Principlesg |(Elton 1988)]]

6. Use a number of shorter assessments, with a mixture of formative (feedback) and summative assessments, particularly in the first semester to ease students into the higher education learning experience.

7. Avoid overemphasis on the unseen written examination [[Referenced Articles/Assessing_for_Learning#Ten_Guiding_Principles |(Brown, Bull, and Pendlebury, 1997)]]

8. Use a variety of assessment types to support the principles of inclusive learning [http://www.cete.org/acve/docgen.asp?tbl=archive&ID=A009 http://www.cete.org/...]

9. Don’t over-assess [[Referenced Articles/Assessing_for_Learning#Ten_Guiding_Principles |(Blackwell and Williamson, 1999; Association of Law Teachers, 1996)]]

10. Don’t cluster student assessments too close together [[Referenced Articles/Assessing_for_Learning#Ten_Guiding_Principles |(Blackwell and Williamson, 1999)]]


You will see that we have grouped the ten principles into six thematic areas. 

In the following section you will find a series of exercises designed to enable you to conduct a thorough review of your assessment practices. We recommend that you address one module at a time when going through the cycle of exercises.
All the time bringing the ''10 Guiding Principals'' to bear upon each exercise and within your own practice. Further reading: 
[http://www.enhancementthemes.ac.uk/documents/assessment/Assessment_Workshop_2FINAL.pdf http://www.enhancementthemes.ac.uk/...]


[[:Category:Assessing_and_Teaching_for_Learning|Assessing and Teaching for Learning]][[Ten Guiding Principles/Exercise 1‎|Continue to Exercise 1]]
 
[[Category: Assessing and Teaching for Learning]]

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Ten Guiding Principles/Exercises