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Welcome to this video,

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which focuses
on the concept of assessment.

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My name is Irmeli Maunonen-Eskelinen

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from Jamk University of Applied Sciences
and my colleague is…

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Hello, my name is Telle Hailikari

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and I come from
Hamk University of Applied Sciences.

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Telle, would you like to say a few words
about the basics of assessment?

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The basic purpose of assessment?

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Assessment has many different purposes,

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but at least two main purposes
can be identified.

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Traditionally, assessment has been seen
as a way to control student learning

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and assess what they have learned,

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for example,
during a course or during a module.

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Then, using this information,

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for example, for selection purposes
or certification purposes.

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The main purpose has been to control

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that the students have learned
what they are supposed to learn.

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Nowadays, the modern view of assessment

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sees assessment as a very powerful way
to promote student learning.

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We know from a lot of research

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that assessment guides student
learning very strongly.

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By designing assessment carefully,

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it's possible to support student learning

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and enhance their current
and future learning.

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The main thing is to align the assessment
with the intended learning outcomes

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and the competencies that the students
are supposed to learn during the course,

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and in that way, steer student learning
in the right direction.

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Both of these purposes
are still prevalent.

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We still need to assess student learning,

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but also bring this perspective

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of promoting learning
to this assessment culture.

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Well, that's a clear and important aspect
regarding assessment.

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Let's move
from the basic purposes of assessment

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to look at
the different types of assessments.

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In particular,
those which promote learning.

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Yes, there are different types
of assessments that can be used

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when assessing
student learning and knowledge

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within a certain course or course entity.

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All these different types of assessments
have a little difference in purpose.

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Let's start
with this diagnostic assessment.

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A diagnostic assessment
is the type of assessment

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that usually happens
at the beginning of the course

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or before the course starts.

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The purpose of this type of assessment

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is to assess
what the students know before the course,

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and what prior knowledge they have
before they start the course.

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Also, to activate their prior knowledge
in order to start the learning process.

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Then, another type of assessment
is summative assessment,

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which is the traditional
type of assessment

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that usually happens
at the end of the course.

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The aim of this assessment

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is to assess what the students
have learned during the course

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and whether they have reached
the learning outcomes of the course.

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This is still a very prevalent
type of assessment.

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However, it should not be the only type
of assessment

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because this usually happens
at the end of the course,

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and then it's not possible
for the students

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to change their course of learning anymore
or get the feedback.

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There should also be types
of formative assessment during the course.

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This type of assessment is the one
that happens during the course.

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It gives the students a possibility

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to see where they still need to improve
and change their course of learning.

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This type of assessment is very important

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when we think about enhancing
students' learning during the course.

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Then, the fourth type of assessment
is integrative assessment,

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which is where the focus

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is more on influencing students
as future learners.

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This means that the assessment

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should focus on promoting skills
that are needed in the future,

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so beyond the course content.

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This means that the focus
is also on assessing future skills

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and skills that the students will need

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in their working life
or in their future studies.

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When we talk about assessment,
it should enhance both current learning,

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the learning
that happens during the course,

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as well as provide students
with feedback and possibilities

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to reflect on their own learning

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and give them tools
for future learning experiences as well.

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Yes, maybe we can move on
to look at the planning of assessment,

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and planning assessment activities.

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Here we have six questions
to consider and make a decision on

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when we plan assessment activities.

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The basic questions are,

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what to assess.

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For example, Telle already mentioned
learning outcomes many times.

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That the assessment
should focus on learning outcomes

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and the things
that we want the students to learn.

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Why we assess.

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The basic purpose of the assessment
has to be considered as well.

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Are we enhancing the learning process?

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Do we want to find out
what the students have learnt.

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What they have achieved at the end
of the learning process?

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Also, we have to consider
who the one who assesses is.

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Is it the students themselves, peers,
teachers, or someone else?

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For example, a person in the workplace?

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Then, again, the question is,
when do we assess?

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Is it before we start a learning process,
during the learning process,

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or at the end of the learning process?

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A very important question is,
how we assess.

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We should have
a variety of ways to assess learning

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because it is linked
with the learning outcomes.

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What are the ways that we can find out

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what the students have achieved

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or what they still need
to study and learn?

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One question is about
where the assessment takes place.

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Is it in the classroom

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or is it, for example,
in the teaching place,

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or somewhere else?

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At least these questions
are important to consider

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and make decisions on

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in planning the assessment process.

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If we want to summarise
what we should focus on

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in the modern way of assessment,

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how would you summarise
the direction that we should take?

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Yes, well, here are some main points.

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We should move
from only the assessment of learning

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to also use the assessment
as a tool for learning.

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Assessment can be used
to enhance student learning and so on.

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We should also move from control-
and teacher-led assessment practices

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to assessment
of processes and student activities,

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and provide students with feedback
already during the course.

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Also, to move from final exams
and summative assessment

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to assessment practices
that provide students with timely feedback

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so that they can reflect on their learning

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and get feedback
on their learning during the course.

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Therefore, the assessment
can also be a learning situation.

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Yes, surely it is so.

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Finally, we can summarise
the whole video by using these thoughts.

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Would you say the final words
of this video, please?

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Yes, well, to put it very simply,
if you want to change student learning,

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then change the methods of assessments.

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As we already mentioned,
assessment is a very powerful way

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to start influencing
the students' learning process.

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It's very important
to consider it very carefully,

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and use it as a part
of the whole learning process.

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As David Boud has said,

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"Students can escape
the effects of bad teaching,"

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"but they can't escape
the effects of bad assessment."

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Here is some food for thought,
and thank you for listening.

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Thank you very much.