Holistic assessment and problem-based learning

Abstract

This chapter describes the Assessment at the Republic Polytechnic given the One day, one problem approach. Assessment in the One day, one problem is a commitment to assessing for understanding while at the same time using assessment activities to foster understanding (making sense). The Republic Polytechnic has adopted continuous assessment that accentuates both formative and summative feedback. The aim is for assessment of understanding to be thought of as integral of learning and to ensure the assessment supports the desired learning that was envisaged with the One day, one problem. Critical elements of the assessment process include: a daily grade of student performance that is determined holistically using pre-specified criteria and evidence collected over the course of the day from a variety of assessment tools; a series of understanding tests where students' understanding or competence with a concept or a skill is tested using invigilated achievement tests. The daily grade and understanding test each assess a different aspect of understanding. The daily grade measures and fosters student behaviours that can, if improved upon over time, can lead to better understanding. The understanding test measures and fosters understanding by asking students to demonstrate their ability to solve problems or competence in their discipline. The chapter reports on a study that shows the validity of the daily grade and understanding tests. It also features data that is used to show how reliable holistic judgments can be in an academic setting.