Interview with Prof. Royce Sadler on understanding standards

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En provenance du cours de The University of Hong Kong

University Teaching

120 notes

The University of Hong Kong

University Teaching

120 notes

University Teaching is an introductory course in teaching and learning in tertiary education, designed by staff at the Centre for the Enhancement of Teaching and Learning at the University of Hong Kong. With input from instructors, guests and interviewees, including teaching award winners, students, and experts in the fields, you will be exposed to research evidence in relation to effective university teaching and practical instructional design strategies. You will also be exposed to multiple examples of effective teaching, and hear the views of teachers whose teaching has been judged to be excellent. More specifically, University Teaching will help you to address the following questions: - What does teaching in higher education involve? - What does research evidence tell us about effective teaching in higher education? - How can we ensure that our instructional design will help our students achieve their intended learning outcomes? - What pedagogic options do we have to make our teaching successful? - What assessment and feedback practices can help our students learn more effectively? After completing the learning tasks in this course, you will be able to: - Discuss the teaching and learning context in higher education and reflect on the potential challenges and opportunities you might encounter. - Explain key teaching and learning concepts and relevant evidence in relation to effective university teaching. - Analyse the relationships between various aspects of teaching and student learning. - Identify a range of instructional strategies to support effective student learning. - Apply key concepts to the structuring of course outlines and lesson plans in order to create learning experiences to support successful student learning. Course trailer: https://www.youtube.com/watch?v=ZJu-dViz3NE Course outline: http://www.cetl.hku.hk/wp-content/uploads/2017/03/CETL-MOOC-course-outline.pdf

À partir de la leçon

How to design effective assessment?

This module will provide you with some principles and practical examples for designing assessment that is effective and enhances students’ learning. It will introduce the purpose of different types of assessment, the design principles, and a number of exemplary practices.

Purposes of assessment2:54

The impact of assessment on students’ learning and the backwash effect2:43

Decisions framework for assessment design5:34

Contexts of assessment: Learners’ characteristics4:05

Contexts of assessment: Standards-based assessment and norm-based assessment4:43

Interview with Prof. Royce Sadler on understanding standards8:34

Groupwork assessment8:40

Principles of good assessment practices7:06

Rencontrer les enseignants

Dr. Lily Min Zeng
Assistant Professor (course designer)
Centre for the Enhancement of Teaching and Learning
Tracy, Xiaoping Zou
Dr.
Centre for the Enhancement of Teaching and Learning

[Interviewer] It's really good of you to

agreeing to be interviewed.

And I want to ask you about standards,

especially students' understanding of standards.

I guess my big question is why do students

need to understand standards?

- Well there are two fundamental reasons

which I think are obvious ones that are stated.

The first one is that students can hardly be

expected to monitor and control

the quality of their own work which they're producing

unless they know what quality looks like at the end.

So that has to be something which they know about

so their own work can head towards fine quality.

So that's fundamental.

The other thing is that

if students don't know about quality

they're now relying on us as teachers

whether it is at primary school or at university

they're relying on us

to make decisions based on standards.

Now we try to convey those standards in different ways

but students really shouldn't have to believe us

unless there are good grounds for believing us.

They need to know what the standards are as well.

- [Interviewer] So how do you go about helping them

to understand those standards?

Surely that's a lifelong undertaking for academic staff.

- Well it is except that

many academics don't have

as clear a view of standards as you might think.

For example, many collections of student works,

the comparisons that are made

as an academic reads through

all the students' scripts,

let's say it's written work,

they recognise this is much better than this

is much better than this

is much better than that.

So in other words,

when they present it with concrete cases,

they can differentiate them in terms of quality

but if you ask them in advance

what would a high quality thing look like

or can you construct one that is of high quality

they'd have to do a lot of thinking about it.

So in other words they know intuitively

they can make judgments in terms of comparisons

but in terms of absolute judgment

they can't really do a very good job

and they start immersed in it

and what I say is that if we are educating people

at university for professional careers down the track

then we are obliged -

we have an ethical obligation to them

to introduce them, induct them into knowing

what those standards are

because when they go out to work as professionals,

some of them will be working with people

who aren't colleagues.

They might be the only person of those skills

in the company or in the organisation

so they've got to know what quality is

from the beginning.

They can't rely on teachers saying that

and there's no rubrics out there.

- [Interviewer] But can I really expect my students

to have the same understanding of standards

that I have painstakingly acquired over many years?

- Not the same depth of it

but you can expect them

to have made enough of a start on that path

so that they are able to

without being wrong much

that what the quality of their own work is.

Many students submit work for assessment

and they haven't got a clue

whether it's really any good or not.

They might think it is.

They judge that sometimes by

how much work they've put in.

But they don't know enough about the actual quality.

We have to get students into the practise of

making judgments themselves from Year One

about the kinds of work

they have to produce themselves.

Now where's that work gonna be found?

It's going to be found from other students.

It is what other students do.

They have to start making judgment

about the quality of that

and they too can start to learn to differentiate quality.

Now I'm talking about quality as though its unitary

but quality itself can be decomposed

not to make the judgment

but to explain and justify the judgment.

So that is really the fundamental point at which

I differ with most of the thinking that is going on today.

People said to me in universities

about when can you introduce this to students,

when they're in third year or fourth year of a degree?

I'd say no, in Year One.

They might not have come across this much at school

but they have to start learning

and they're more able to make good judgments

than what we give them credit for.

- [Interviewer] Why isn't it enough to just give them

model answers?

- When you give them model answers

you've chosen those answers.

I would prefer to throw them in at the deep end

and say, have a look at these.

What do you think of them?

How good are they?

Now students then have to start looking at them

from a very different frame of mind.

They're not looking at them to see

whether they're models or not.

They're not looking at your explanations of them

and if you give them model answers

chances are they will be able to pick

or you'll be telling them

these are really good ones.

Yours isn't like that

or yours needs to be like that.

But students need to see the whole range of quality

and how it's expressed in reality

in order to understand the concept of quality.

That's how we understand

a whole lot of everyday concepts.

We learn by experience with differentiated objects

and we start to classify them.

So it's not hard and fast rules.

- [Interviewer] Let's say I go down that road,

I'm not gonna find that my students are gonna be

challenging my judgment all the time

and saying, well we know about these standards too

and we think this deserves a better grade

than the one you've given me.

- That's a fear that I think is

not too difficult to basically allay.

Students pretty soon get to understand

that your quality, your idea of quality and standards

is in fact the one that

they have to actually agree with.

And when I say standards

standards have to go beyond

a single class and a single course.

Academics have to get together

to look at work from different courses

and say, these are about the same quality.

They're all high quality and these are not.

- [Interviewer] If you're in favour of the process

of making those judgments about academic standards

opening that up to students,

so they're doing as well as us,

what about feedback?

Do you believe that peer feedback

has any sort of role to play?

- Well there is a risk in peer feedback that

students could be basically exchanging

faulty or different ideas about what the standards are.

So for example if a Student A actually

hasn't really thought about standards and

doesn't really care for that idea

and another student is really quite cluey

on the gradation,

then those two are not gonna have

a lot to say to each other.

There's a sort of calibration or tuning

that students have to have

so they end up having roughly the same idea of

what high quality work looks like

and what barely adequate work looks like

as the teacher does.

And that teacher design as in other courses.

- [Interviewer] So is it also an implication then that

you can't produce work of a high standard unless

you understand what the high standards are?

- You might, by a chance.

There's not many great things in the world done

that are simply by chance.

There's always that possibility that

someone will produce a wonderful piece of work

but generally speaking that's not what happens.

People work hard.

They try to understand what's going on

and they try to shape their work

so that it ends up being very good.

- [Interviewer] Thank you very much.

- Thank you.

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