69 items found in 9 pages
EAG@IOE: Personalizing Assessment
WEDS 30th October 2024 17.30-19.00 - a Zoom link is sent to participants on the day of the event. All EAG@IOE talks are recorded and can be accessed after the event. Over our field's 100-year-plus history, standardization has been a central assumption in test theory and practice. The concept's justification turns on leveling the playing field by presenting all examinees with putatively equivalent experiences. Until relatively recently, our field has accepted that justification almost without question. In this talk, I present a case for standardization's antithesis, personalization. Interestingly, personalized assessment has important precedents within the measurement community. As intriguing are some of the divergent ways in which personalization might be realized in practice. Those ways, however, suggest a host of serious issues that will need to be addressed if personalized assessment is to avoid perpetuating past inequities and work toward the benefit of all.
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11/12/2024
Student use of AI
Tom Gurney, Lecturer (Teaching) in Sport and Exercise Medical Sciences (Department of Targeted Intervention), discusses student use of AI.
19
10/18/2024
Embedding writing and research skills within a module
Dr Pip Bennett, Lecturer (Teaching) Education Studies discusses (IOE - Education, Practice & Society) discusses embedding writing and research skills within modules.
13
10/18/2024
The Delayed Assessment Scheme
Antara Basu, Student Journalist, interviews Shaban Chaudhary, SU Education Officer, about the Delayed Assessment Scheme. 0:12 - What is the Delayed Assessment Scheme? 0:50 – How does DAS and EC differ? 2:04 – How do you know if your assessment is eligible for the Delayed Assessment Scheme? 2:28 – Can I still use a self-certified EC? 2:49 – How do you use a Delayed Assessment Permit? 3:07 – How does this affect students at UCL? 4:50 – What to do if you have any questions.
122
10/10/2024
EAG@IOE: Covid Related changes to assessment in 6 countries
Nicky Rushton from Cambridge Assessment presents important comparative work on covid adjustments.
2
7/16/2024
Genrative AI and Assessing COMP0233
The augmentation of everyday software development and productivity tools with Large Language Model (LLM) capabilities is increasing and will become as ubiquitos as spelling and grammar checking tools. But, what do LLMs really mean in terms of assessed work? We thought we’d find out. Research Software Engineering with Python (COMP0233) is a large-ish level 7 module taken by students from predominantly Physics and related fields. The assessment is 100% coursework, split between an individual assignment and a group assignment. We firstly had to find out what an LLM could do with regards to the assignments, decide what we would tell students, then reflect on what they did why. This is the story of those tasks and what we learnt in the process.
39
4/4/2024
EAG@IOE: The Morality of Assessment
The presenters argue for a moral base for educational assessment and moral principles governing its implementation. The webinar will propose justifications for educational assessment as promoting or supporting private and public goods, but contingent on whether the benefits identified are achieved. Echoing the medical principle “First, do no harm”, the presenters contend that there is a moral imperative to minimise harm in when/how assessment is done and how its outcomes are used. They also consider how the rights of learners are affected by assessment. The webinar concludes that the most fundamental moral questions underpinning educational assessment in the mid-21st century are: “What evidence (from the ever-increasing mass available) is it right to use to make judgements that matter about learners?”; and “What processes are morally justified to obtain that evidence, make the judgements and communicate the outcomes?”
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3/21/2024