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)
2Assessment (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
3Receiving feedback
- One piece of good feedback you have received
- One piece of negative feedback you have received
4Terminology
- 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.
5Feedback 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.
6Outline 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
7How 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
8Self-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
9Sadlers 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
10The 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.
11Assessment 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
12Assessment 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
13Assessment 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
14Assessment 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
15Assessment 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
16Assessment 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
18Action Points (Assessment and) Feedback
- Please write below three action points you will
take from today, with a planned start time -
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