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Assessment Careers: Enhancing Learning Pathways through Assessment

Assessment Careers: Enhancing Learning Pathways through Assessment . Dr Gwyneth Hughes Dr Holly Smith Tim Neumann. Assessment Careers. 3 year project funded by JISC with the aim of using technology to enhance assessment and feedback Project video www.ioe.ac.uk/assessmentcareers.

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Assessment Careers: Enhancing Learning Pathways through Assessment

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  1. Assessment Careers: Enhancing Learning Pathways through Assessment Dr Gwyneth Hughes Dr Holly Smith Tim Neumann

  2. Assessment Careers • 3 year project funded by JISC with the aim of using technology to enhance assessment and feedback • Project video • www.ioe.ac.uk/assessmentcareers

  3. Some current problems with feedback • Lack of learner engagement with and understanding of feedback (Lizzio & Wilson, 2008). • Generally, the feedback ‘fed back’ more than ‘forward’ so • feedback does not encourage dialogue • (Nicol & Macfarlane-Dick, 2005). • Inefficiency in terms of effort and impact. • Feedback rarely scrutinised, when it is practice is inconsistent.

  4. Lack of continuity of feedback • Lack of information about progress, but this could be motivating (Hughes, 2014). • Critique and advice are content focused on the current assignment. Often too late to be helpful. • Feedback on generic and discipline skills is often lacking. • Feedback is not stored and readily accessed over time. • .

  5. Assessment Careers Project • Year 1: Baseline reporting and feedback analysis • Year 2 (2012/13): Five programmes pilot a Student Response form (cover sheet) • Year 3 ( 2013/14) Institutional implementation including a Moodle feedback reporting tool • Assessment Careers: Institute of Education website: • www.ioe.ac.uk/assessmentcareers

  6. Pilot programmes • Pilot 1 MA Education, Health Promotion and International Development • Pilot 2 MRes in Educational and Social Research • Pilot 3 MA Clinical Education  • Pilot 4 MA/MSc Psychology of Education • Pilot 5 PGCE Primary • Approx. 400 students and 30 staff in total.

  7. Student Feedback Response Forms • Thinking about the feedback on your draft (or previous) assignment, please indicate what the key points were: • For each point state what action you took to respond to this feedback in preparing the draft/final version of your assignment. Your response will help your assessor identify the progress you have made and suggest further action to help you develop.

  8. Student Feedback Response Forms • If you would like feedback on any particular aspects of your assignment, please make a note of what you would like the feedback to address:

  9. Pilot reports on using Student Feedback Response Forms • Generally positively received by staff, but concerns over increased workload • Student use of Student Feedback Response Forms in pilots was patchy, and response to them mixed. Some thought it was their tutor’s role to decide what they needed feedback on. Some found them a helpful prompt. Some were already spontaneously self-assessing in covering emails with draft work and asking for feedback.

  10. Assessment Literacy • We believe the student response depends on what they are being asked to do, how it is introduced by tutors, and the capacity of students to engage with the process = ‘Assessment Literacy’ • We recommend: • Asking students what they have done with feedback more effective than asking them what they want feedback on • Tutor commitment to a dialogue about assessment essential • Separation of the administrative and educational functions

  11. Requirements for Assessment Careers • Tutors need access to: • Student responses to formative feedback from the tutor • Student responses to previous summative feedback from other tutors • Students need access to: • All their previous assignments and feedback • Their responses to feedback

  12. Tools to Support Assessment Careers • http://link.lkl.ac.uk/jisc-ac-techreport • Technology plays a role in the following areas: • Assessment and feedback MANAGEMENT:>> provide a holistic overview of a learner’s development • Assessment and feedback QUALITY:>> incorporate dialogue into feedback, improve assessment design through inspiration

  13. Related ProjectsJISC Assessment & Feedback Programme • FASTECH: http://www.fastech.ac.uk • InterAct: http://blog.dundee.ac.uk/interact • Assessment Diaries: http://assessdiariesgrademark.wordpress.com • Online Coursework Management: http://as.exeter.ac.uk/support/educationenhancementprojects/current_projects/ocme • Making Assessment Count:http://sites.google.com/a/staff.westminster.ac.uk/mace/home

  14. Tool Categories • Electronic Submission • Portfolio-based Assessment • Plagiarism Check • Online marking • Longitudinal Monitoring • SIS/Exam Data Integration

  15. References • Hattie, J. & Timperley, H. 2007. The Power of Feedback. Review of Educational Research 77 no. 1: 81-112. • Hughes, G. (2014)Ipsative Assessment: Motivation through marking progressBasingstoke: Palgrave Macmillan. • Lizzio, A. & Wilson, K. 2008. Feedback on assessment: student’s perceptions of quality and effectiveness. Assessment & Evaluation in Higher Education 33 no.3:263-275. • Nicol, D. & Macfarlane,-Dick, D. 2006. Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education 31 no. 2: 199-218.

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