7/31/2019 ESAI Poster

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Modifying the assessment experiencehe research was intended primarily to improve the learning experience of undergraduate trainee teachers/trainers, by specifically looking ate area of Assessment . This poster offers a snapshot of the research conducted between 2008 and 2011. The research has continued bute focus in the latter stages is not so much on Curriculum reform. The authors draw on their experience as lecturers and course designersginning with research on the module Curriculum Assessment in 2008. Despite the best efforts of processes such as the Bologna process

aditional forms of assessment such as essays and end of term examinations, are still widely used in higher education in Ireland as the solesessment methods. These forms of assessment, while they may be valid and reliable methods for collecting evidence of acquisition of eoretical knowledge, they rarely afford students the opportunity to apply knowledge to key professional scenarios. In essence, learning n be defined as changes in knowledge, understanding, skills and attitudes, brought about by experience and reflection upon that perience (Brown, Bull & Pendelbury, 1996, p.21).

The Research his research focused on the outcomes of a three-yearocess (2008-2011: see Figure 1 ). Specifically this caseudy aimed at examining how a learner-centered sessment model could be introduced into the overallrriculum that embraced the learning outcomesproach without reducing these to threshold levels

Meyers & Land in Rust, (2003) thus enabling the learnersmake sense of knowledge through reflection,

ofessional decision-making and engagement.urthermore the research question also aimed to enquire

a modified assessment model could help studentsvelop a positive attitude towards assessment, initiateflective processes and equip themselves with

nowledge transferable not only outside of the moduleut also to professional contexts of practice. Nel Noddings004, p. 161) argues that it is not the job of teachersmply to secure demonstrable learning on a pre-specifiedt of objectives and that the teacher role cannot beduced merely to a set of skills. Hogan (2004, p. 20) addsat teaching is to be understood as a human practice,t just as a repertoire of competencies to be mastered,

ansmitted and shared The initial research (Rami &

orenzi, 2009) demonstrated that an assessment modelat enabled students to make sense of knowledgerough reflection, professional decision-making andgagement in its application, can foster sustainability of arning.

In recent years there has been a change in the way student learning is viewed. Increasingly the focus has moved from teaching to

learning, with the emphasis shifting from what is taught, to what has been learned. The learning outcomes paradigm has becomethe primary method for describing student learning and places an emphasis on a students ability to demonstrate achievement of

particular learning outcomes. In this context, assessment of learning outcomes becomes particularly important (The UniversitySector Framework Implementation Network (FIN), 2009). Too often in higher education assessment is often seen as something eithervery abstract or something very mechanistic. The danger of simply using learning outcomes to measure Knowledge, Skills andCompetence could result in a hallow for of learning and may not equip students with the required Graduate Attributes for the realwork: either the world of work and/or the development of the person as a whole. A holistic approach to assessment can align thecurriculum, and curriculum reform is possible. Feedback should be seen as part of the learning process and helps students move

from surface to deep learning. In DCU assessment can have a greater purpose other measuring and validating. The current EUCommissioner for also said recently Higher education is also vital for raising skill levels. Despite real progress through the Bolognahigher education reforms, not many of our universities match the world's best. We must do more to ensure they do' (AndroullaVassiliou: European Commissioner for Education, Culture Multilingualism and Youth, 2010).

Curriculum Alignmentt the heart of the Bologna Process, is the learner. This research was triggered byneed to put the student in the centre of the learning process. It is importantat the assessment tasks mirror the Learning Outcomes since, as far as theudents are concerned, the assessment is the curriculum: From our students oint of view, assessment always defined the actual curriculum (Ramsden, 1992).

he model aimed to use curriculum alignment (see figure 2 ) to place assessmentthe heart of learning. Instead of viewing attainment measures merely as

ompetencies, the research promoted an holistic view of competence.ompetence beyond competencies . To the teacher, assessment is at the end of e teaching-learning sequence of events, but to the student it is at the beginning.the curriculum is reflected in the assessment, as indicated by the downward

row, the teaching activities of the teacher and the learner activities of thearner are both directed towards the same goal. In preparing for the assessment,udents will be learning the curriculum (Biggs 2003).

The Assessment ModelSeveral models were developed from the research. The original model adopteda portfolio format (presented in 2008-2009) which consisted of four tasks asshown by Figure 5 . The model was designed for the learner to experiencedifferent elements of assessment from the perspective of the teacher as well asthat of the student. A dialogical cycle between assessment design andimprovement of the design via responding to the feedback received informs thedesign of the portfolio model. The response to feedback is a reflective exercisethat encourages the student to critically consider his/her strengths andweaknesses and consider the options for improvement. Figure 6 shows thatwithin this phases of the case study the performance percentage improvements

made by students from task to task.

Figure 5: Assessment Portfolio Tasks

David Crosier (2007), from the EUA (European UniversityAssociation), wrote after a meeting in London that, it isextraordinary that an agenda for higher education reform iseven being discussed, let alone shared and agreed upon amongas many as forty-six countries . Jn Figel , the former EuropeanCommissioner for Education, Training, Culture and Youthcommented that, Bologna is successful because of thecommitment which has been shown both by national and regional authorities, and by the stakeholders themselves. However Crozier also said that there are several issues that stillneed to be addressed. I worry about implementation of

reforms, about the lack of attention given to key issues in thechange process, about the disparity between discourse on theimportance of education compared to the investment beingmade into it, . The Bologna declaration and the process thatfollowed in its initial form partly echoed these ideals of Life LongLearning and the Social Dimension. There are some voicesbeginning to say that areas such as life long learning, and studentcenteredness have gone off the Bologna agenda and that it iseconomic factors that are driving the project forward. DCUsplans to improve its own systems and the students experiencemirrored some of the Bologna Action lines.This project in DCU known as AFI ( Academic Framework for Innovation (figure 4) provided a catalyst for academic staff toexamine their own practices.

AFI states that Learning outcomes are viewed as the commoncurrency or means by which these aims of Bologna can best beachieved (LIU (DCUs Learning Innovation Unit), 2008).

Figure 6 : Performance Improvement

Figure 1 : Using a multimethod approach 2008-2011

Dialogical Assessment in Higher Education

The Influence of Bologna on Learning

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F i g u r e

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t r i e s e n g a g e

d i n t h e

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Justin Rami & Francesca Lorenzi : Dublin City University, 2012, for the 2012 Annual Conference, UCC.

Figure 4 : AFI - Academic Framework forInnovation

Figure 7 : EHEA

he new assessment model helped students develop a positive attitude towardsssessment and helped initiate a reflective process that equipped students withnowledge transferable to professional contexts of practice . The developmentf a portfolio for assessment purposes ensured that the portfolio was not simplycollection of evidence or artefacts, but rather the experience has to build uponrior knowledge and understanding as well constructing new knowledge fromuthentic experiences . Knowledge emerges only from situations in whicharners have to draw them out of meaningful experiences (Dewey, 1938). Theterature showed that the development of a portfolio stems from a constructivisteory of knowledge and is based on the premise that meaning cannot be

mposed or transmitted by direct teaching but created by the students througheir learning activities (Biggs & Tang, 1998). Phase 1 & 2 (2008-10) of thesearch showed that portfolios could be thought of as a form of "embedded

ssessment"; that is, the assessment tasks are a part of instruction. The researchhowed that the assessment through portfolio brings deep and true meaning toe concept of assessment as a learning tool (Black & Wiliam, 1998). The revision

f the assessment model, through 2008 to 2011 resulted in the development of aalogical assessment model that embraced constructivist learning, experientialarning as well as focussing on t he modular learning outcomes linking to AFI ande Bologna process.

Summary Assessment,Curriculum Reform & Bologna

Figure 2 : Constructive Curriculum Alignment (adapted from Biggs 2003)

Figure 7 : Dialogical Assessment Model

Bologna Context

There are several levels of implementation of the BolognaProcess: at the international level, the national level and, of course, at each university. In general, at the international level, atotal of 46 countries are signed up to introduce the Bolognareforms (see Figure 3 ).