Between Teaching and Learning, Assessment is the Road, not the Hurdle

Author(s):

Maddalena Taras

Conference:

ECER 2008

Network:

9. Assessment, Evaluation, Testing and Measurement

Format:

Paper

Session Information

09 SES 01A, General Aspects in Assessment

Paper Session

Time:

2008-09-10

09:15-10:45

Room:

AK2 139

Chair:

Monica Rosén

Contribution

This is a conceptual and theoretical paper which ascertains that assessment is the missing link between teaching and learning, a link which is often ignored or marginalised which we exclude at our peril. It argues that assessment should be an initial and central point of focus to support and provide the critical link between teaching and learning. Subsequently, it argues for the mandatory use of self-assessment as supported by theory and empirical research, and finally it looks at non-educational factors from language, culture and power which influence our perceptions and make discourse and innovation a dangerous activity. Assessment is the bedrock of our educational and academic credibility (Broadfoot and Black 2004): it is also the most important support and motivator for learning (Black and Wiliam 1998). Research, both theoretical and empirical, shows assessment, and specifically self-assessment, to be central for learning (Sadler 1989, Black and Wiliam 1998, Taras 2002). Assessment influences what and how we learn: this in turn will influence what and how we teach it. Given the centrality of assessment for learning and teaching it is surprising that it is generally excluded from discourse, as for example from the title of this conference. Often it seems that teaching and learning is the remit of educators and assessment for the specialist few. How can this be when the most onerous part of all our jobs is assessment? Assessment is a ubiquitous process which permeates all aspects of our lives, but one which we continually marginalise. Assessment in general and student inclusion in assessment in particular are contentious and important areas for debate. Why this should be so when theory, empirical research and good practice all lead to the mandatory use of inclusive student assessment, particularly self-assessment, is a mystery which can be partly unravelled by non-educational factors. Linguistic, cultural and hegemonic factors compound with perceived educational factors to lead us to believing we have a choice in excluding learners from assessment processes and practice (Fairclough 1994, Gramsci 1971, Hodkinson 2004). This paper asks how can we go from teaching to learning when the most effective vehicle to promote this is being excluded? This conceptual and theoretical paper examines literature on assessment (theoretical, empirical and good practice) and that on discourse to examine the realities and perceptions of assessment. This paper aims to provoke and promote thought and to question the marginalisation of assessment in discourse, research and practice of teaching and learning.

Method

This conceptual and theoretical paper examines literature on assessment (theoretical, empirical and good practice) and that on discourse to examine the realities and perceptions of assessment.

Expected Outcomes

This paper aims to provoke and promote thought and to question the marginalisation of assessment in discourse, research and practice of teaching and learning.

References

References Black, P. & Wiliam, D. (1998) Assessment and classroom learning. Assessment in Education, 5(1) 7-74. Broadfoot, P. and Black, P. (2004) Redefining assessment? The first ten years of Assessment in Education, Assessment in Education, 11(1) pp. 7-27. Fairclough, N. (1994) Discourse and Social Change (Cambridge, Polity Press/Blackwell). Gramsci, A (1971) Selection from the Prison Notebooks. (ed and trans) Hoare, Q. and Norwell-Smith, G. London: Lawrence and Wishart. Hodkinson, P. (2004) Research as a form of work: expertise, community and methodological objectivity, British Educational Research Journal, 30(1) 9-26. Sadler, D. R. (1989) Formative assessment and the design of instructional systems. Instructional Science, 18, 145-165. Taras, M (2002) Using assessment for learning and learning from assessment, Assessment & Evaluation in Higher Education, 27(6), 501-510. Own publications Taras, M. (2008b) Summative and Formative Assessment: perceptions and realities Active Learning in HE (to appear) Taras, M. (2008a) Issues of power and equity in two models of self assessment Teaching in Higher Education, 13(1) 81-92. Taras, M. (2007c) Assessment for Learning: understanding theory to improve practice Journal of Further and Higher Education 31(4) 363-371. Taras, M. (2007b) Terminal Terminology: the language of assessment” in, Reiss, M., Hayes, R. and Atkinson, A. (Eds.) Marginality and Difference in Education and Beyond, Trentham Books, 1 85856 412 3.pp 52-67. Taras, M. (2007a) Machinations of Assessment: Metaphors, Myths and Realities, Pedagogy, Culture and Society, 15, 1, 55-69. Taras, M. (2006b) Debate, discussion and declarations in RI, Research Intelligence 97, 15-17. Taras, M. (2006a) Do Unto Others or Not? Lecturers use expert feedback on research articles, why not likewise undergraduates on assessed work? Assessment and Evaluation in Higher Education, 31(3), 363-375. Taras, M (2005) Assessment – Summative and Formative – some theoretical reflections, British Journal of Educational Studies. 53(3), 466-478. Taras, M (2003) To feedback or not to feedback in student self-assessment, Assessment & Evaluation in Higher Education, 28(5), 549-565. Taras, M (2002) Using assessment for learning and learning from assessment, Assessment & Evaluation in Higher Education, 27(6), 501-510. Taras, M (2001) The use of Tutor Feedback and Student Self-assessment in Summative Assessment Tasks: towards transparency for students and for tutors, Assessment & Evaluation in Higher Education, 26(6), 606-614. Taras, M (1999) Student self-assessment as a means of promoting student autonomy and independence, in Taras, M (1999 (Ed) Innovations in Learning and Teaching: Teaching Fellowships at the University of Sunderland, University of Sunderland Press, ISBN no 1-87-37-57131. (62-83)

Author Information

Maddalena Taras

University of Sunderland

School of Education and Lifelong Learning

Sunderland

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