1 of 11

http://www.free-powerpoint-templates-design.com

Co- creating Assessments

Divya Prakash

MPT- year1

2 of 11

Co-creation

Introduction

3 of 11

What does “co-creating assessments” mean?

Co-creating assessments is when staff and students work together and collaborate in order to create components of the curriculum and work on assessments so that they have a shared understanding of both the components of assessment, as well as marking criteria.

4 of 11

Why?

When students are involved in creating and designing the curriculum, they can reflect back into their errors and actively work for development.

Reflection

Encourages more student participation, and hence more involved in the education process.

Student participation

Students will have a stronger awareness of their learning, assessments and goals

Awareness

It can help them understand their preffered style of learning.

When not involved they try to deliver according to the what they think is the educator's expectations. It will help test their skills and awareness which they may otherwise not do.

Style of learning

5 of 11

Staff-student relationship

How can co-creation affect our dynamics?

Open Communication
Student empowerment (co-designer)
Breaking barriers

6 of 11

Approaches of Co-creation

Start small

Education committees
Peer support groups
In class - design resources and classes

1.Complete draft

Ideal for beginners with little to no experience creating assessments.
Instructor creates a complete draft. However, there will be gaps for improvements and clarifications.

2.Partial drafts

Ideal for students with some experience in rubrics
Performance levels and dimensions are defined by the instructor.
Students will then fill in the gaps and complete the rubrics

3. Progressive model

Students work as groups on different parts of the rubric which is then discussed and finalized.

7 of 11

Approaches of Co-creation

4.Starting with learning outcomes

Ideal for upper level or graduate students/ multiple level projects
Learning outcomes are defined by the instructor and students define the different dimensions on how to achieve them and complete the rubric.

5. Building the rubric as instruction progresses

Ideal for on going projects
Multiple drafts created by students at different stages
Each part of the preject will be worked on separately

8 of 11

Challenges

Will the students & staff be able to take the right decisions?

Will the students – staff relation be strained or improved?

Will we be able to add in the extra work load to the existing one?

Do the students have enough knowledge about the course/subject to design assessments?

Is there time to fit in this extra work?

Time constraint

Bias and intentions

Power-play

Work load

Student’s knowledge

What is stopping us?

9 of 11

Does the example brief provide enough information for students to make sense of the assessment task?

2. Does it contain appropriate information for students to build a better understanding of assessment as learning? I.e. the skills and competencies the task will support them to develop, knowledge of academic integrity, etc.

3.What are students gaining from the assessment task?

Co-creating assessments workshop

How else might it be designed – is it authentic enough? How do we define authenticity in this case?

10 of 11

Food for thought

Implementation

Formative v/s summative assessments

Formative -intricate measure of student’s capabilities as compared to the pressure of a summative examination. (widely preferred)
Summative – a cumulative test of the student’s retaining capacity at the end of the course.

Thoughts?

Need for change?

Do our current assessment patterns evaluate the student’s capabilities rightly?

Co-creation can enhance student

involvement/experience. But is it a

practical/feasible option with the current

Time and work-load restraints?