The CAS HES-SO in Teaching & Learning in Higher Education is recommended for faculty members teaching in higher education in Switzerland or abroad. Applicants must hold the HES-SO Attestation Didactique or its equivalent, as approved by the CAS Academic Program Director.
The evaluation of learning is a fundamental process of teaching and learning, but often a difficult activity to put into place. When teaching in institutions of higher education such as the HES-SO, it is often complex, finding a balance between the level of competence the learner holds while encouraging continuous learning and development. At the forefront is the critical question – How do we link the required competences with professional application when it comes to evaluation? How can we develop assessments that are authentic and representative of real-world challenges?
This module builds on the skills base of the introductory pedagogical workshops to enable participants to deepen their knowledge and skills related to evaluation and assessment.
Intended Learning Outcomes:
Applicable to all modules:
Use theory and research to inform one’s own teaching practice
Advise one’s colleagues on common pedagogical themes and practical scenarios;
Propose strategies for teaching and learning in one’s field, within the institution, and within higher education in general;
Work towards continuous improvement in one’s own teaching with the help of both theory and practice.
Specific to module A:
Develop a strategy for evaluation of learning using various methods
Differentiate between different forms of evaluation (diagnostic, formative and summative) with a focus on student learning
Consider innovative approaches to evaluation that incorporate real-world scenarios (i.e. simulation, case studies);
Evaluate learning from an integrated perspective that takes into account the complexities of how individuals learn
Day 1: (3 hours)
Introduction to the module A
Presentation of the module, learning outcomes, and general information
Exchange around the objectives of the participants
Why do evaluate?
What do we evaluate?
Day 2: (6 hours)
How we do anticipate the demonstration of learning outcomes?
Traditional methods for the evaluation of learning
Innovative methods for the evaluation of learning
Day 3: (6 hours)
How do we interpret intended learning outcomes and performance?
Approaches to and tools for evaluation
Alternative methods of evaluation (For example – self-evaluation, peer evaluation, external evaluation)
Day 4: (6 hours)
Authentic evaluation and assessment for learning
Authentic evaluation to facilitate socio-professional integration
Integrated evaluation to support ongoing professional development
Approaches to and tools for authentic assessment (For example - portfolio, reflective journal, experience summary)
Put a strategy for assessment in to place
Day 5: (3 hours)
Evaluation of Participant Work
Sharing of individual scenarios in practice (following the module)
Debrief and individual participant feedback
The instructor will use various teaching methods during the module including:
Micro-lectures (to bring additional focus and refine understanding)
Individual work (to facilitate the acquisition of content knowledge)
Small group work (to place participants in situations with socio-cognitive conflicts to share their understanding of the concepts and share perspectives)
Class discussion (to provide participants with the opportunity to explore alternative points of view on the course concepts)
The module has been designed based on the theoretical foundations of mastery learning. This means that various methods and strategies are incorporated to ensure that participants achieve the intended learning outcomes for the module; participants must reach these outcomes before moving on in the next stages of study. The approach is based on two essential elements:
The presence and active participation of all participants throughout the module
Flexibility to adapt learning activities based on the participant level and context