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Assessment and feedback on large introductory marketing modules

Assessment and feedback on large introductory marketing modules. Lorna Walker & David Chalcraft University of Westminster Contacts: Lorna Walker – lorna.walker@talk21.com David Chalcraft – chalcrd@wmin.ac.uk. Agenda. Background to the research Research objectives Feedback Assessment

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Assessment and feedback on large introductory marketing modules

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  1. Assessment and feedback on large introductory marketing modules Lorna Walker & David Chalcraft University of Westminster Contacts: Lorna Walker – lorna.walker@talk21.com David Chalcraft – chalcrd@wmin.ac.uk

  2. Agenda • Background to the research • Research objectives • Feedback • Assessment • Best practice • For teachers • For students

  3. Background to the research Ongoing longitudinal study Focus on introductory marketing “mega modules” at Westminster University Focus groups, followed by surveys Today’s paper is based on survey findings – qual and quant

  4. Research objectives • Objective for whole project • What learning activities do students perceive most help their understanding of marketing? • Based on a student-centred approach (Rust, 2002) • Objectives for this presentation • To focus on the students’ perceptions of the role played by assessment and feedback (Rust 2002) in helping them understand marketing

  5. Feedback • Contrary to some received wisdom (e.g. Black & William, 1998) students ranked feedback as the least useful learning activity • Many students felt they had not been given feedback • Were they told it was feedback? • Did they see it as feedback? • Are seminar tutors actually giving feedback? • What’s the purpose of it? Will improving students’ understanding of the purpose of feedback improve their learning from it? (Wotjas, 1998 ) • Do they see any value in it? • Formative feedback, where provided, was ranked as being the most useful. This links to an understanding that feedback is there to improve the assignment underway (McLellan, 2001) • Role of the tutor in delivering it? • Ranking of usefulness of advice on coursework varies according to seminar tutor • An issue of student and tutor perceptions regarding the role of feedback?

  6. Assessment Assessment influences the way students learn (Brown, 2004, Rust, 2002) e.g. ‘academic backwash’(Biggs, 2003) and the ‘hidden curriculum’ (Snyder, 1971). Assessment ranked 4th out of 5 Perceptions of group work Coursework and exam grades vary significantly according to seminar tutor Female students get higher grades for the exam and for the module as a whole Positive feelings about coursework are associated with students being more likely to consider marketing as a future study or career option. Shows the value of ‘authentic’ assessment helping interested students? Fook & Sidhu (2010)

  7. Best practice for students • Attend lectures • Attending all lectures is positively correlated with doing well in assessment • Recognise feedback and act on it • Engage with group work

  8. Best practice for module leaders • Seminar tutor recruitment • Industry experience positively correlated with higher exam grades • Quality of interaction between tutors and students is critical • Enthusiasm and commitment to goals of the module • “Customer focus” is critical • Build in time to give feedback (timeliness is critical, Weaver, 2006) • Provide a clear lesson plan and support where needed

  9. Future directions • Do students know when they are learning? • Which way do correlations work? • Perceptions of seminar tutors? • Further research • Diaries capturing in-depth perceptions • Redesigning the module • Revisit initial methodology

  10. Thank you very much Any questions?

  11. References Biggs, J. (2003) Teaching for Quality Learning at University Black, P. & William, D. (1998) Assessment and classroom learning, Assessment in Education, vol. 5, no. 1, pp. 7-74. Brown, S. (2004) Assessment for Learning, Learning and Teaching in Higher Education, Issue 1, 81-89 Fook, C. & Sidhu, G. (2010) Authentic Assessment and Pedagogical Strategies in Higher Education, Journal of Social Sciences 6 (2): 153-161 MacLellan, E. (2001) Assessment for learning: the differing perceptions of tutors and students, Assessment and Evaluation in Higher Education, 26(4), 307–318. Mueller, J. (2005) The Authentic Assessment Toolbox: Enhancing Student Learning through Online Faculty Development , Journal of on-line learning and teaching, 1, 1, Rust, C. (2002) The impact of assessment on student learning, Active Learning in Higher Education, 3(2), 145–158. Snyder, B. (1971) The Hidden Curriculum, Cambridge, MA: MIT Press. Weaver, M. (2006) Do students value feedback? Student perceptions of tutors’ written responses Assessment & Evaluation in Higher Education, Vol. 31, No. 3, June 2006, pp. 379–394 Wojtas, O. (1998, September 25) Feedback? No, just give us the answers, Times Higher Education Supplement.

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