Assessment Workshop 20.8.

09
Vocabulary:
Exhaustive
Misnomer
Opaque
Verbose

To do:
A) find td coordinator; she has yet to arrive re: twitter
B) setup course wikis (during induction meetings)
C) find Korean classes (done)
D) contact Weith; re: solar writing papers; e-mail EVA (Friday)

Guidelines:
1) Proofread all exams before sending them to the printers
2) provide comprehensive feedback to students after assessments
3) provide a box in which students can deposit their notes before presenting
4) always have two people develop tests
5) Never tell students whether they have passed or failed: you have no official authority
6) If in doubt, be strict rather than lenient

Notes:
A) substantial comments on crr, please
B) pass/fail recommendation is important
C) intra-marker reliability - consistency of an individual marker; inter-marker reliability -
consistency of awarding the same mark amongst different markers; reliability - e.g. same
test, same students, different instances, same scores - confidence & consistency
D) sources of unreliability - test taker behavior; test item (objective/subjective); test
marker
E) a B is a significant mark, a gatekeeper for students

Assessment meeting 21.8.09

To do:
A) talk to watar about conference room computer

Notes:
1) Suggest mid-term accountability marking; find a partner and share a paper or two
2) a moderation meeting is for fairness - including failing others - and not for saving people
3) check all fails and borderline cases if possible; and then check the weakest student from
each class

Standard setting notes:

Assessment workshop 24.8.09
To do:
1) USB safety (done)
2) elpublic safety
3) slow response time at login
4) send dean powerpoints (done)

Assessment Workshop 25.8.09

To do:
1) rehearse it presentation on screenr
2) tutorials for ms office 2007 and classrooms
3) check standardization materials slide number 18 for Solar project - how to improve
marker reliability; include weith in elc assessment production moderation team to claim
hours

Notes:
1) marking receptive skills tends to be more objective than marking productive skills
2) wholistic (impression) marking is dangerous because each of us carries distinct, non-
universal norms; as a result, analytical judgement method with its bandings, and
descriptors with tolerance of errors may be more reliable for marking
3) in grading, it is imperative to refer to samples that manifest the standard; involve
colleagues, furthermore, who know the course and students to set the standard