Assessment and Feedback introduction

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(Assessment and) Feedback - introduction

• The role of assessment
• Extract from ALOE resource
• Assessment audit tool
• Receiving feedback
• What is feedback?
• Giving feedback to students
• Assessment experience questionnaire (AEQ)

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Assessment (inc. feedback)

• Assessment of Learning Outcomes (ALOE) extract
  Section 7
• Assessment audit tool taught modules
• Appropriate and secure assessment methods
• Marking criteria, grade descriptors
• Timely and progressive assessment
• Feedback
• Resit/second-chance
• Student views
• Development of staff practices
• Time allocation
• Reflection
• Action plan

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Receiving feedback

• One piece of good feedback you have received
• One piece of negative feedback you have received

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Terminology

• Formative Assessment
• Assessment for providing feedback to learners in
  order to help them learn, and feedback to
  teachers for deciding how a students learning
  should be taken forward.
• Summative Assessment
• Assessment which provides overall evidence of the
  achievement of students and of what they know,
  understand and can do, by assigning a value to
  what the student achieves.

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Feedback AND Feed forward

• Feedback
• comments on a completed work that the student
  cannot repeat. The comments are useful to inform
  the student about strengths of their work and
  areas for further development in future
  assessments.
• Feed forward
• mostly what has been called feedback where a
  student has an opportunity to respond to the
  comments, e.g. a formative hand in
  constructive.

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Outline of SENLEF report - Student Enhanced
Learning through Effective Feedback

• Publication available on HEA website
• http//www.heacademy.ac.uk/ourwork/learning/asses
  sment/senlef
• Briefing Paper on formative assessment and
  feedback, and self-regulation of learning
• Conceptual model
• 7 principles of good feedback practice
• Simple strategies
• 50 case studies of good practice

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How to conceptualise formative assessment
feedback?

• A process that builds up the students own skills
  and capacity to self-evaluate and self-correct
  throughout their programme of study
• Formative assessment and feedback by others can
  only have an impact on learning when it
  influences a students own self-regulatory
  processes - whereby learners set goals (adapted
  from Boud, 1995).
• Boud, D. (1995). Enhancing Learning Through Self
  Assessment
• Pub. Routledge, ISBN 0749413689

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Self-regulated learning

• Self-regulated learning is an active constructive
  process whereby learners set goals for their
  learning and monitor, regulate, and control their
  cognition, motivation, and behaviour, guided and
  constrained by their goals and the contextual
  features of the environment. (Pintrich and Zusho,
  p64)
• P. R. Pintrich and A. Zusho, (2002) The
  Development of Academic Self-Regulation The Role
  of Cognitive and Motivational Factors, in
  Development of Achievement Motivation, eds. A.
  Wigfield and J. Eccles, San Diego, Calif.
  Academic Press

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Sadlers argument

• For feedback to benefit learning, students must
  know
• 1. What good performance is (goals, criteria)
• 2. How current performance relates to good
  performance (compare)
• 3. How to act to close the gap
• Implies that students must already possess some
  of the same evaluative skills as the teacher
  (Sadler, 1983).
• Sadler D (1983) Evaluation and the improvement
  of student learning Journal of Higher Education
  5460-79

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The Seven Feedback Principles

• How can assessment and feedback help to build a
  learners capacity to self-regulate?
• Helps clarify what good performance is (goals,
  standards, criteria)
• Facilitates development of self-assessment in
  learning
• Delivers high quality information to students
  about their learning
• Encourages teacher and peer dialogue around
  learning.
• Encourages positive motivational beliefs and
  self-esteem.
• Provides opportunities to close the gap between
  current and desired performance.
• Provides information to teachers that can be
  used to shape teaching.

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Assessment and Feedback CETLs (1)

• Assessment for Learning (AfL) _at_ Northumbria
• http//www.northumbria.ac.uk/cetl_afl/
• Research and evaluate see http//www.northumbria.
  ac.uk/cetl_afl/research/toolkit/?viewStandard
• Case studies see http//www.northumbria.ac.uk/sta
  tic/5007/cetlpdf/casestudies1.pdf no. 3 in
  engineering
• Resources and publications (inc. signpost
  leaflets) see http//www.northumbria.ac.uk/cetl_a
  fl/resources/?viewStandard

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Assessment and Feedback CETLs (2)

• Assessment Standards Knowledge exchange (ASKe) _at_
  Oxford Brookes
• http//www.business.brookes.ac.uk/learningandteac
  hing/aske/?err404/learningandteaching/aske/
• 1,2,3 leaflets Each leaflet focuses on a piece
  of assessment-related research and clearly states
  how that research can be applied to teaching
  practice in three easy steps.
• Assessment Perspectives a collection of brief
  articles outlining ideas, new thinking and
  differing views on assessment.
• Publications since 2004, by staff associated
  with the CETL

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Assessment and Feedback resources (1)

• Academy resources/webpage
• http//www.heacademy.ac.uk/ourwork/learning/asses
  sment
• Assessment and Feedback (student views) video
  download
• Marking Criteria and Assessment Methods (student
  and staff perspectives) video download
• Plagiarism (student views) video download
• Resources in Assessment iPod podcast
• Assessment - HE in FE DVD

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Assessment and Feedback resources (2)

• EngSC resources/webpage
• http//www.engsc.ac.uk/er/assessment/index.asp
• Assessment of Learning Outcomes (ALOE)
• http//www.engsc.ac.uk/downloads/scholarart/learn
  ing_outcomes.pdf
• Feedback event http//www.engsc.ac.uk/nef/events/
  feedback.asp
• Mini-Projects, Teaching Awards
• Novel Approaches to Student Engagement (NAPSE)
• http//www.ulster.ac.uk/napse poster
  presentations

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Assessment and Feedback resources (3)

• Other resources
• Designing student learning by promoting formative
  assessment (Bone, 2008)
• http//www.ukcle.ac.uk/newsevents/lilac/2008/pape
  rs/bone.html
• Scottish Quality Enhancement (SQE) themes
• http//www.enhancementthemes.ac.uk/themes/
• Hong Kong Polytechnic Assessment Resource Centre
• http//www.polyu.edu.hk/assessment/arc/sitemap.ht
  m

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Assessment and Feedback other resources

• Supportive/general texts
• A Handbook for Teaching and Learning in Higher
  Education Enhancing Academic Practice, 3rd
  edition. Fry, H., Ketteridge, S., Marshall, S.
  (ed.), (2008), Routledge. ISBN 978-0-415-43464-5
  
• Teaching for quality learning at university.
  Biggs, J. (2003) Second edition. Buckingham SRHE
  Open University Press
• The Lecturers Toolkit, 3rd (Rev.) edition.
  Race, P., (2006), Routledge. ISBN
  978-0-415-40382-5

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Learning Points (Assessment and) Feedback
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Action Points (Assessment and) Feedback

• Please write below three action points you will
  take from today, with a planned start time