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Магистратура 2021/2022

Оценка в высшем образовании: профессиональное развитие преподавателей

Лучший по критерию «Полезность курса для расширения кругозора и разностороннего развития»
Лучший по критерию «Новизна полученных знаний»
Направление: 38.04.04. Государственное и муниципальное управление
Когда читается: 2-й курс, 2 модуль
Формат изучения: с онлайн-курсом
Онлайн-часы: 18
Охват аудитории: для всех кампусов НИУ ВШЭ
Прогр. обучения: Доказательное развитие образования
Язык: английский
Кредиты: 3
Контактные часы: 4

Course Syllabus

Abstract

After participating in this MOOC, you will be able to: 1. Design an assessment that is constructively aligned (content, level, methods) with the course objectives and activities 2. Apply the quality criteria with respect to validity, reliability and transparency for construction of assessments and assessment items 3. Analyze the assessment output and results, assess the quality of the assessment and make decisions about students’ grades accordingly 4. Formulate future improvements for an assessment For the assignments, you will be working with your own teaching materials. For example you will create your own assessment plan for your course. Next to that you will become part of a learning community with teachers from all over the world. We are offering you instructional videos, interviews, animations and checklists. In addition to these, there will be course activities, such as assessments, and discussion prompts. By participating in this MOOC, you will find answers to the following questions: • What is the role of assessment? • How can you select the right methods of assessment for your course? • What is constructive alignment? • How can an assessment plan and matrix help you in the construction of assessments? • Is it possible to make an absolute reliable and valid assessment? • How can the formulation of good assessment questions have an impact on that? • What is the role of feedback? • How can rubrics help with providing feedback? • What are the things to consider when performing an exam or item analysis? What aspects should you look out for? • How do you draw conclusions from an exam analysis and make plans for future improvements? • If good students fail on certain questions, what does this say about the question… or about your teaching?
Learning Objectives

Learning Objectives

  • In this MOOC we will guide you through the different phases of preparing, creating and evaluating the assessments in your course.
Expected Learning Outcomes

Expected Learning Outcomes

  • Building block for peer review: Assignment about the Utility Formula. Using the utility formula to select a method of assessment. A visualisation of the utility formula.
  • Building block for peer review: Create your own assessment matrix. Connecting your learning objectives to the methods of assessment for your course. Matching methods of assessments with their cognitive domain following Bloom’s Taxonomy.
  • Building block for peer review: Create your own feedback plan for your course.
  • Checklist for peer review of assessments. Psychometric analysis. Reliability and validity in assessment.
  • Constructing multiple choice questions. Constructing open ended and essay questions. Constructing group work.
Course Contents

Course Contents

  • The role of assessment in higher education
  • Feedback & grading design
  • Assessment construction
  • Assessment Analysis and Evaluation
  • The Assessment Plan
Assessment Elements

Assessment Elements

  • blocking Финальный экзамен
  • non-blocking Рефлексивное эссе
Interim Assessment

Interim Assessment

  • 2021/2022 2nd module
    Баллы за сертификат переводятся в десятибальную систему согласно следующей шкале: N = 5 + [(S - 60)/8], N – число вышкинских баллов S – число баллов, набранных на курсе, S ≥ 60 [ ] – целая часть, с округлением к большему целому числу, если дробная часть ≥ 0,5; с округлением к меньшему числу, если дробная часть < 0,5 (т. е. 60 баллов = 5 "вышкинских", далее по 1 "вышкинскому" баллу за каждые 8 баллов от онлайн-курса)
Bibliography

Bibliography

Recommended Core Bibliography

  • Ramirez, T. V. (2017). On Pedagogy of Personality Assessment: Application of Bloom’s Taxonomy of Educational Objectives. Journal of Personality Assessment, 99(2), 146–152. https://doi.org/10.1080/00223891.2016.1167059
  • Trudy W. Banta, & Catherine A. Palomba. (2014). Assessment Essentials : Planning, Implementing, and Improving Assessment in Higher Education: Vol. Second Edition. Jossey-Bass.

Recommended Additional Bibliography

  • Boud, D., & Falchikov, N. (2007). Rethinking Assessment in Higher Education : Learning for the Longer Term. Routledge.

Authors

  • ROMANENKO KSENIYA ROMANOVNA