Assessment for learning in the 1st year astronomy and astrobiology courses

Assessment in astronomy and astrobiology units usually consists of formative assessment (e.g. problem sets), where students form and practice the application of their new knowledge and summative assessment, (e.g., tests, exams) where they can demonstrate their level of mastery. Besides teaching astronomy-related content and skills, we also aim to provide our students with transferable skills, such as critical thinking, problem-solving, communication skills and teamwork. Assessment and feedback are the vital part of this learning experience. However, research indicates that the roles of assessment and feedback vary, and that assessment is too often used as a measurement tool or for grade justification rather than for learning purposes. Research also indicates students have difficulties identifying in full the skills they are being taught (Burke et al 2005). More importantly, most assessment tasks are independent of each other, so how does feedback help students? Feedback given to students should involve a loop, a chance to practice, and Biggs (1999) suggested a combination of consistent assessment rubrics and repeated problems works to be employed in order for students to have a clear notion of where they need to improve. I will present examples of assessment for learning in my 1st-year astronomy and astrobiology courses that use the principles of constructive alignment, where the course assessment is driven by the learning outcomes and incorporates students’ reflection on their learning achievements. I will also discuss the importance of teaching creativity in astronomy through open-ended assessment and how that allows students to engage deeper and more meaningfully with the course material.