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Assessment and Feedback introduction

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Giving feedback to students: Assessment experience ... Resit/second-chance. Student views. Development of staff practices. Time allocation. Reflection ... – PowerPoint PPT presentation

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Title: Assessment and Feedback introduction


1
(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)

2
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

3
Receiving feedback
  • One piece of good feedback you have received
  • One piece of negative feedback you have received

4
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.

5
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.

6
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

7
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

8
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

9
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

10
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.

11
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

12
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

13
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

14
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

15
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

16
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

17
Learning Points (Assessment and) Feedback
18
Action Points (Assessment and) Feedback
  • Please write below three action points you will
    take from today, with a planned start time
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