https://padlet.com/geraldine_oneill/86fumz184cu6 The Expert group's understanding (9th November, 2016) en-us 2016-11-04 14:41:02 UTC 2025-11-06 08:31:31 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Lightdecrease.png geraldine_oneill https://padlet.com/geraldine_oneill/86fumz184cu6/wish/135402335 2016-11-04 14:53:55 UTC https://padlet.com/geraldine_oneill/86fumz184cu6/wish/135402335 geraldine_oneill https://padlet.com/geraldine_oneill/86fumz184cu6/wish/135402383 2016-11-04 14:54:02 UTC https://padlet.com/geraldine_oneill/86fumz184cu6/wish/135402383 geraldine_oneill https://padlet.com/geraldine_oneill/86fumz184cu6/wish/135402407 2016-11-04 14:54:06 UTC https://padlet.com/geraldine_oneill/86fumz184cu6/wish/135402407 https://padlet.com/geraldine_oneill/86fumz184cu6/wish/136351137 usually associated with final/terminal a mark/grade; level of measurement even if its pass/fail; the other two levels should scaffold/lead into assessment of learning; should provide different ways for students to demonstrate their understanding - different ways of demonstrating this should be allowed; regulatory perspective - something we have to do - it is expected from both students and staff; we evaluate to meet expectations; tensions of stakeholders; grade is paramount; surface learning (rote?); reaching a standard; 'conveyor belt' process; levels being reached; traditional construct; following on from second level; student able to demonstrate their understanding to what has been set; can be used for real-word problems- but is not sufficiently explored; to signal employability/readiness for employability.]]> 2016-11-09 11:29:31 UTC https://padlet.com/geraldine_oneill/86fumz184cu6/wish/136351137 https://padlet.com/geraldine_oneill/86fumz184cu6/wish/136351169 characteristics:
learning outcomes
summative
graded
certification / qa 
decision making

it's emotional
any assessment conducted at the end of a learning process to aid decision-making]]> 2016-11-09 11:29:44 UTC https://padlet.com/geraldine_oneill/86fumz184cu6/wish/136351169 https://padlet.com/geraldine_oneill/86fumz184cu6/wish/136351909 this makes it very hard to change
this form of assessment drives the others ]]> 2016-11-09 11:33:09 UTC https://padlet.com/geraldine_oneill/86fumz184cu6/wish/136351909 https://padlet.com/geraldine_oneill/86fumz184cu6/wish/136352743 its a dialogue process
its a process

]]> 2016-11-09 11:37:55 UTC https://padlet.com/geraldine_oneill/86fumz184cu6/wish/136352743 eileenmcevoy https://padlet.com/geraldine_oneill/86fumz184cu6/wish/136352822 Measurement of an output to a particular standard.]]> 2016-11-09 11:38:18 UTC https://padlet.com/geraldine_oneill/86fumz184cu6/wish/136352822 https://padlet.com/geraldine_oneill/86fumz184cu6/wish/136352969 partially adopted by third level; working with the student to see where they are coming from; formative, dynamic; does not exist at secondary school level and thus not fully understood by students at third level; problematic for students- why are we doing this? - giving feedback on the process rather than the end product - students can struggle with this; interesting example from architecture about giving marks and feedback part-way through a project; ability to apply data; feedback to both student and teacher on progress; is what I am doing as a teacher effective? where do you need t go and how I can help you?; mutual agreement on where the student is going; directly intertwined with teaching; it can be viewed as a teaching strategy.]]> 2016-11-09 11:39:08 UTC https://padlet.com/geraldine_oneill/86fumz184cu6/wish/136352969 https://padlet.com/geraldine_oneill/86fumz184cu6/wish/136353078 these boxes may not divide easily - there are in-between ideas]]> 2016-11-09 11:39:40 UTC https://padlet.com/geraldine_oneill/86fumz184cu6/wish/136353078 https://padlet.com/geraldine_oneill/86fumz184cu6/wish/136353254 feedback to the student and to the lecturer;
advancing knowledge & understanding;
any process to aid decision-making where learning is ongoing;
similar to formative assessment.

involves dialogue

]]> 2016-11-09 11:40:37 UTC https://padlet.com/geraldine_oneill/86fumz184cu6/wish/136353254 eileenmcevoy https://padlet.com/geraldine_oneill/86fumz184cu6/wish/136353269 Building confidence of both staff and students.
Formative feedback.
Scaffolding at the appropriate times.
Informs teaching and informs learning.]]> 2016-11-09 11:40:43 UTC https://padlet.com/geraldine_oneill/86fumz184cu6/wish/136353269 https://padlet.com/geraldine_oneill/86fumz184cu6/wish/136353433 self-monitoring / self-assessment
any assessment a learner can use to aid the process of learning and decision-making, it can be formative or/and summative
feedback - helping students 
emotional level - empowerment associated with this]]> 2016-11-09 11:41:35 UTC https://padlet.com/geraldine_oneill/86fumz184cu6/wish/136353433 https://padlet.com/geraldine_oneill/86fumz184cu6/wish/136353447 2016-11-09 11:41:41 UTC https://padlet.com/geraldine_oneill/86fumz184cu6/wish/136353447 https://padlet.com/geraldine_oneill/86fumz184cu6/wish/136353971 two way process with students and teachers involved
students as co-developers of assessment
objectifying assessment]]> 2016-11-09 11:44:35 UTC https://padlet.com/geraldine_oneill/86fumz184cu6/wish/136353971 eileenmcevoy https://padlet.com/geraldine_oneill/86fumz184cu6/wish/136354075 Lifelong learners in networked participatory culture.
Autonomy.
Shared responsibility.]]> 2016-11-09 11:45:07 UTC https://padlet.com/geraldine_oneill/86fumz184cu6/wish/136354075 https://padlet.com/geraldine_oneill/86fumz184cu6/wish/136354258 sense-making process by students; them gaining understanding through the practice in a way that it real for them and that they can talk to an employer about; related to the students' understanding of the key principles of the subject; intrinsic motivation has a role here; deals with formative learning; it is aspirational- does not happen a lot at the moment- this is the least thought about but the most important; it is about how the student makes sense of the feedback;  the students can be allowed to devise part of their own assessment - give them some ownership; it underpins the other two levels; at a programme level, modularisation makes that difficult - builds walls between content development - how do you make explicit links between modules?  'Teaching in a bubble' on our own modules; student and staff perception - if you do not formally assess it, it does not matter; skews management and employer views on what has priorities on a programme - this can be influence what is considered important; Staff see assessment as a necessary evil; challenging to keep it manageable to assess for different learning styles; need effective and non-stressful strategies for large group assessment.]]> 2016-11-09 11:46:05 UTC https://padlet.com/geraldine_oneill/86fumz184cu6/wish/136354258 eileenmcevoy https://padlet.com/geraldine_oneill/86fumz184cu6/wish/136354453 There is the notion of going from independent to autonomous through the different assessment types.
Also different communication types and pathways for different assessment types.
Moving from the what of learning (of) to the how of learning (for) but unsure about how the as is represented on such a spectrum. 
Agency is at the core - student gains more agency in for and as. 
As may be the culmination and the output of the spectrum.
Need to get away from such clunky language.
There is a deepening of learning as move from one to the other.]]> 2016-11-09 11:47:15 UTC https://padlet.com/geraldine_oneill/86fumz184cu6/wish/136354453 https://padlet.com/geraldine_oneill/86fumz184cu6/wish/136354524 meta-cognition, negotiation, awareness of assessment]]> 2016-11-09 11:47:44 UTC https://padlet.com/geraldine_oneill/86fumz184cu6/wish/136354524 https://padlet.com/geraldine_oneill/86fumz184cu6/wish/136354693 where is creativity ?]]> 2016-11-09 11:48:38 UTC https://padlet.com/geraldine_oneill/86fumz184cu6/wish/136354693 https://padlet.com/geraldine_oneill/86fumz184cu6/wish/136355596 Pre and post assessment 
Objective

]]> 2016-11-09 11:53:41 UTC https://padlet.com/geraldine_oneill/86fumz184cu6/wish/136355596 eileenmcevoy https://padlet.com/geraldine_oneill/86fumz184cu6/wish/136355712 Need to consider both individuals AND the assessment ecosystem.
Different assessment types lend themselves more/less to individual/holistic impact and involvement]]> 2016-11-09 11:54:20 UTC https://padlet.com/geraldine_oneill/86fumz184cu6/wish/136355712 https://padlet.com/geraldine_oneill/86fumz184cu6/wish/136355880 Formative
Process
During
practice for learning and improvement
teachers need to let students know that they are engaging in formative learning exercises
Assessment for learning is integral o assessment as learning: NOT SEPARATE]]> 2016-11-09 11:55:20 UTC https://padlet.com/geraldine_oneill/86fumz184cu6/wish/136355880 https://padlet.com/geraldine_oneill/86fumz184cu6/wish/136355998 2016-11-09 11:55:50 UTC https://padlet.com/geraldine_oneill/86fumz184cu6/wish/136355998 eileenmcevoy https://padlet.com/geraldine_oneill/86fumz184cu6/wish/136356271 Choice of assessment methods reflect various enables, barriers and values.
Institutional culture has strong impact on assessment methods chosen and quality of assessment.
Should start with as and develop an appropriate culture. 
Work from as back to of rather than the reverse?]]> 2016-11-09 11:57:28 UTC https://padlet.com/geraldine_oneill/86fumz184cu6/wish/136356271 https://padlet.com/geraldine_oneill/86fumz184cu6/wish/136356683 Not all members of the group think that assessment as learning  should be named separately (integral to assessment for) 
- assessment as learning should be happening right across the education com]]> 2016-11-09 11:59:49 UTC https://padlet.com/geraldine_oneill/86fumz184cu6/wish/136356683 eileenmcevoy https://padlet.com/geraldine_oneill/86fumz184cu6/wish/136357091 Assessment affects students ability to self-assess when they go into the workplace.]]> 2016-11-09 12:02:14 UTC https://padlet.com/geraldine_oneill/86fumz184cu6/wish/136357091