Welcome to a workshop on teaching and learning with Centre for the Advancement of University Teaching (CeUL).

Part two requires participation in part one or previous experience on the topic.

Workshop Towards a social constructivist assessment process model (part one)

This is a follow-up workshop, where participants get a chance to demonstrate assessment models which they have tested in genuine learning situations. During this workshop, participants will critique each other’s work, and feedback will also be provided by the workshop leader.

About the workshop

Participation in the workshop requires that you have developed a tool for assessment and that you have tested that tool with students in a learning enviromnment. The basis for the socio constructive approach to assessment is to develop, test and collect feedback on assessment tools, with a view on developing them and using the tools as a way of facilitating students understanding of demands, with the long term aim to enhance student performance. Educators from all faculties are welcome. 

The workshop builds on workshop one, which offers an introduction to assessment in general and socio constructivist assessment in particular. This workshop address issues of formative and summative assessment and discusses how assessment is a driving force for many students learning.

Time  
Venue  
Language English
Workshop leader

Cormac McGrath, Educational Developer at the Centre for the Advancement of University Teaching (CeUL).
Required reading

During workshop one, we have read two of the below texts in preparation for the workshop. For particpants in workshop two, you are expected to also have read the same material. Other information will be sent out prior to the workshop.

  • Barman, L., McGrath, C., Josephsson, S., Silén, C & Bolander Laksov, K Manuscript:  Safeguarding the moral dimensions of assessment - how teachers employ assessment criteria for clinical competencies.(Draft text, available from Workshop leader)
  • Gibbs, G., & Simpson, C. (2005). Conditions under which assessment supports students’ learning. Learning and teaching in higher education, (1), 3-31.
  • McGrath, C (2013) (Bok kapitel, delas ut till kursdeltagare) Att bedöma kunskap och förståelse – att synliggöra tänkandet i Bolander-Laksov, K., Silen, C., (eds) Att skapa pedagogiska möten i medicin och vård Bedömning av och för lärandet. Studentliteratur. Lund. (text, available from Workshop leader)
  • Rust, C., Price, M., & O'DONOVAN, B. E. R. R. Y. (2003). Improving students' learning by developing their understanding of assessment criteria and processes. Assessment & Evaluation in Higher Education, 28(2), 147-164.
  • Rust, C., O’Donovan, B., & Price, M. (2005). A social constructivist assessment process model: how the research literature shows us this could be best practice. Assessment & Evaluation in Higher Education, 30(3), 231-240.

 

CeUL offers workshops for all teachers at Stockholm University on a variety of teaching and learning topics. They are designed to meet the needs of both seasoned professionals and newcomers. Each session offers the opportunity to discuss shared experiences and knowledge with colleagues.

Welcome to register for the workshop!

Registration

The workshop will be restricted to 6-8 participants. Participation is free of charge.

Resistration for the workshop i closed