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Which clippings match 'Summative Assessment' keyword pg.1 of 1
12 JULY 2015

Assessment Careers: enhancing learning pathways

"Assessment is often viewed as a series of one-off events. This means that learners do not always benefit from feedback, they lack a sense of progress and self-reliance is not encouraged. This project will reconceptualise assessment from the perspective of an assessment career and use this to transform our institution's assessment processes. Like a working career, an assessment career develops through a series of related events that join up to give a coherent and progressive pathway that is self-directed."

(Gwyneth Hughes, Research Portal, Institute of Education, University of London)



Simon Perkins

Animated Presentation Describing Grade-Based Assessment at NTU

"For the 2012 / 13 academic year, NTU is introducing a new scheme for assessing undergraduate students' work. The scheme is known as grade–based assessment or GBA.

A major advantage of GBA is that it ensures that there is a direct link between the expected learning outcomes of the part of the course being assessed and what you, the student, have demonstrated in the assessment. This short video explains this.

The specific arrangements relating to the assessment of a module will be set out in module documentation. Previously, assessed work was awarded a mark, usually a percentage. Following the introduction of GBA, each piece of assessed work will be awarded one of 17 grades.

You will be informed about what is expected of you in order to achieve a particular grade. This information will mean that feedback on your work will be clear and you will be able to evaluate your progress towards your final degree classification."

(Nottingham Trent University)

[This animated presentation provides an overview of the grade–based marking scheme which is being introduced at Nottingham Trent University for the 2012 / 13 academic year. The presentation is clearly aimed at NTU students (and refers to the university–specific VLE called the "NOW" – the "NTU Online Workspace"), despite this the clip covers issues which I expect have more general relevance to students studying at other institutions.]



17-point marking scale • 2012academic progressanimated explainer videoanimated presentationassessed workassessmentcourse modules • degree classification • expected learning outcomes • feedbackfeedback and assessment • GBA (assessment) • grade-based assessment • grade-based marking scheme • gradinglearning outcomesNottingham Trent University • NOW (acronym) • NTU • NTU Online Workspace • pedagogy • percentage • performance metricsprogramme modulessummative assessment • summative evaluation • UKundergraduate students


Simon Perkins
11 DECEMBER 2010

Personalising learning: learner-centred and knowledge-centred

"Personalising learning is... ...learner–centred and knowledge–centred: Close attention is paid to learners' knowledge, skills, understanding and attitudes. Learning is connected to what they already know (including from outside the classroom). Teaching enthuses pupils and engages their interest in learning: it identifies, explores and corrects misconceptions. Learners are active and curious: they create their own hypotheses, ask their own questions, coach one another, set goals for themselves, monitor their progress and experiment with ideas for taking risks, knowing that mistakes and 'being stuck' are part of learning. Work is sufficiently varied and challenging to maintain their engagement but not so difficult as to discourage them. This engagement allows learners of all abilities to succeed, and it avoids the disaffection and attention–seeking that give rise to problems with behaviour.

...and assessment–centred: Assessment is both formative and summative and supports learning: learners monitor their progress and, with their teachers, identify their next steps. Techniques such as open questioning, sharing learning objectives and success criteria, and focused marking have a powerful effect on the extent to which learners are enabled to take an active role in their learning. Sufficient time is always given for learners' reflection. Whether individually or in pairs, they review what they have learnt and how they have learnt it. Their evaluations contribute to their understanding. They know their levels of achievement and make progress towards their goals. Stimulated by How people learn: brain, mind, experience and school (Bransford, J. D., A. L. Brown, et al.)."

(Teaching and Learning in 2020 Review Group, 2007, p.6)

Bransford J.D., Brown A. L. and Cocking R. (eds.), How people learn: brain, mind, experience and school, National Academy Press, Washington DC, 2000.

1). Teaching and Learning in 2020 Review Group (2007). '2020 Vision: Report of the Teaching and Learning in 2020'. Department for Education and Skills.



20072020 • active learners • assessment for learning • assessment-centred • BSF • building schools for the future • classroomcollaborationContinuing Professional DevelopmentCPDdiscoveryeducationengagementexperimentationformative assessment • hypothesis building • ICTindividualknowledge • knowledge-centred • learner-centredlearning guides • learning objectives • new technologiespedagogypeer learningpersonalisationpersonalised learningpersonalising learning • personalising teaching • reflection • School Improvement Partners • social constructionism • success criteria • summative assessmentteachingUKunderstanding


Simon Perkins

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