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Activity 1 - Why do we assess?. In groupsThink of 5 reasons why we assess. Purposes of assessment. To pass or fail a studentTo grade or rank a studentTo diagnose a student's strengths and weaknessesTo provide feedback to students To motivate studentsTo provide a profile of what a student has
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1. Assessment and Feedback
2. Activity 1 - Why do we assess? In groups
Think of 5 reasons why we assess
About 5 min in groups. Try to think of 10 reasons why we assess, or why we don't assess.
e.g. Students get chance to see what know
Competition
Motivation
Employability formal qualification
Innovation can follow
Proof that something has been taught for students and lecturers
Students expect it
Feedback to lecturer
About 5 min in groups. Try to think of 10 reasons why we assess, or why we don't assess.
e.g. Students get chance to see what know
Competition
Motivation
Employability formal qualification
Innovation can follow
Proof that something has been taught for students and lecturers
Students expect it
Feedback to lecturer
3. Purposes of assessment To pass or fail a student
To grade or rank a student
To diagnose a students strengths and weaknesses
To provide feedback to students
To motivate students
To provide a profile of what a student has learnt
To predict success in future courses
To predict success in employment To select for future courses
To select for future employment
To give credence to a course
To tell students what they have achieved
To tell students how to improve their performance
To provide feedback to lecturers?
To motivate lecturers?
Some example listed.
An interesting one is to motivate students would they bother to learn anything if it wasn't assessed? How many times have you heard students say, I wont bother doing that piece of work because it isn't worth anything?
Deep learning, surface learning, strategic learningSome example listed.
An interesting one is to motivate students would they bother to learn anything if it wasn't assessed? How many times have you heard students say, I wont bother doing that piece of work because it isn't worth anything?
Deep learning, surface learning, strategic learning
4. Activity 2 - Marking exercise Part One
You will be given two example lab scripts
Individually, attempt to give each script a mark
Write your mark on a post-it note
Part Two
Discuss the marks given with your group
Discuss the criteria you used and draw up a list of possible criteria
5. Possible criteria for lab marking general Knowledge and understanding of the subject
Structure of assignment
Clarity of meaning
Supporting points with evidence
Has the student answered the question(s)?
Relevancy
Understanding of task
Has the work been carried out?
Distinction between fact and interpretation
Applying ideas in new contexts
Evidence of critical and evaluative abilities
Originality/creativity
Clear use of English
Clear presentation
Key is criteria. If you had all been given a comprehensive marking criteria then we could expect your marks to be closer to each other, this should be within 5%.
Marking schemes can cover a wide variety of things depending on what the learning objectives of the assessment are. Key is criteria. If you had all been given a comprehensive marking criteria then we could expect your marks to be closer to each other, this should be within 5%.
Marking schemes can cover a wide variety of things depending on what the learning objectives of the assessment are.
6. Possible criteria for lab marking - specific Do graphs observe the desired conventions?
Appropriate accuracy of numbers quoted
Appropriate use of discipline-specific jargon
Discipline-specific conventions
Recording of data
Appropriate figures, table and graphs
Are all figures, graphs and tables helpfully titled?
7. QAA Code of Practice - assessment Introduction
12: In higher education, 'assessment' describes any processes that appraise an individual's knowledge, understanding, abilities or skills. There are many different forms of assessment, serving a variety of purposes. These include:
13: The way in which students are assessed fundamentally affects their learning. Good assessment practice is designed to ensure that, in order to pass the module or programme, students have to demonstrate they have achieved the intended learning outcomes.
8. Challenges of assessment
Do I have clear criteria and a mark scheme?
Does the criteria help me to award marks consistently across submissions?
Will the assignment provide evidence against the learning outcomes of the module?
Do I know what the threshold for passing this assignment should be?
Mark schemes are important to ensure all students are marked in the same way. Students need a transparent marking scheme so they know what they are working towards.
Will you be able to mark the same way as someone else?
ILO might be to complete the experiment not whether the graphs have labels on them or not who can the lab script be marked in lines with the ILOMark schemes are important to ensure all students are marked in the same way. Students need a transparent marking scheme so they know what they are working towards.
Will you be able to mark the same way as someone else?
ILO might be to complete the experiment not whether the graphs have labels on them or not who can the lab script be marked in lines with the ILO
9. QAA Code of Practice - feedback Institutions provide appropriate and timely feedback to students on assessed work in a way that promotes learning and facilitates improvement but does not increase the burden of assessment.
Concentrating staff effort on providing feedback during the learning process has the added benefit of giving students advice about how to improve their performance in time to affect their final mark.
10. Simon Steiner 10 Terminology Diagnostic Assessment
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.
11. Simon Steiner 11 Feedback & 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 criticism.
12. Listening to the Students The National Student Survey shows that the areas where students are least satisfied with their experience of higher education are feedback and assessment. In particular, they dont seem to get enough formative feedback, and it is not helping them as much as it should.
13. Activity 3 - What is Feedback to You? You have been given an envelope containing statements about feedback. Sort them under the headings Strongly Agree, Agree, Neutral, Disagree and Strongly Disagree
Nominate someone to give feedback from your group
14. Races Argument. Feedback should be: Timely the sooner the better.
Personal and individual each student is still a person.
Articulate message getting across first time round.
Empowering warming up learning, not dampening it down.
Manageable for us but also for them.
Developmental opening doors, not closing them.
15. 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).
16. Outline of SENLEF report(Student Enhanced Learning through Effective Feedback) 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
Publication available on HEA website.
http://www.heacademy.ac.uk/ourwork/learning/assessment/senlef
17. Key message
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).
18. 18 The Seven Feedback Principles 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.
19. Activity 4 - Efficiency and Learning Pay-off Feedback Product
It is sometimes useful to take an analytical approach so lets analyse student feedback methods. Firstly, identify the different ways that a lecturer can give feedback to students and then consider the additional ways that students can get feedback. Then place both types of feedback onto the graph estimating the appropriate part of the sector
21. How Can we Improve Feedback? Consider ways of giving quicker feedback
Re-consider the volume of feedback
More use of Technology?
Can you give feedback without marks?
Can you ask students to estimate their own mark?
Is self/peer assessment an option?
Use the if statement to prioritise
Your mark could have been higher if.
22. Feedback - the dangers!
23. Effective Feedback PIE
Positive start with something good
Improvement identify one area to work on
Example provide a specific example
In your groups agree a piece of each type of feedback for each of the scripts
Giving students too much feedback will overload them and they will not engage with it all.
A good rule for giving feedback us to give the students 3 pieces:
One positive, so they know what they have done well
One area thaat can be improvement that can be made for the next time.
And an example of how the work can be improved in this area. This gives the students the opportunity to concentrate on one area that needs improving and getting this right for the next time, rather than trying to improve too much at once.
Feedback should be given quickly enough for it to have a useful effect, but it takes time. There has to be a weigh up between the usefulness of the feedback and the time spent giving it. If the assessment is not worth much and will not be repeated, is it worthwhile to spend a lot of time giving feedback?
The use of a general comments sheet to give all students will be quicker than giving individual feedback. Giving students too much feedback will overload them and they will not engage with it all.
A good rule for giving feedback us to give the students 3 pieces:
One positive, so they know what they have done well
One area thaat can be improvement that can be made for the next time.
And an example of how the work can be improved in this area. This gives the students the opportunity to concentrate on one area that needs improving and getting this right for the next time, rather than trying to improve too much at once.
Feedback should be given quickly enough for it to have a useful effect, but it takes time. There has to be a weigh up between the usefulness of the feedback and the time spent giving it. If the assessment is not worth much and will not be repeated, is it worthwhile to spend a lot of time giving feedback?
The use of a general comments sheet to give all students will be quicker than giving individual feedback.
24. 24 Assessment and Feedback resources (1) Academy resources/webpage:
[http://www.heacademy.ac.uk/ourwork/learning/assessment]
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
Scottish Quality Enhancement Themes
[http://www.enhancementthemes.ac.uk/themes/]
25. Assessment Theme from 2004 Reflections on Assessment: Volume I Workshop 1: Streamlining assessment- how to make assessment more efficient and more effective - Workshop 2: Using assessment to motivate learning - Workshop 3: Constructive alignment of learning outcomes to assessment methods Workshop 4: Developing a variety of assessment methods, including self and peer assessment -
Reflections on Assessment: Volume II Workshop 5: Assessing online Workshop 6: Issues of validity, reliability and fairness Workshop 7: Improving feedback to Workshop 8: Assessing personal transferable skills
26. 26 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/learning_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
27. 27 Assessment and Feedback resources (3) Other resources:
Designing student learning by promoting formative assessment (Bone, 2008)
[http://www.ukcle.ac.uk/newsevents/lilac/2008/papers/bone.html]
Hong Kong Polytechnic Assessment Resource Centre:
[http://www.polyu.edu.hk/assessment/arc/sitemap.htm]
Times Higher (29 January 2009)
[http://www.timeshighereducation.co.uk/story.asp?sectioncode=26&storycode=405152&c=2]
28. 28 Assessment and Feedback CETLs (1) Assessment for Learning (AfL) @ Northumbria:
[http://www.northumbria.ac.uk/cetl_afl/]
Research and evaluate: see http://www.northumbria.ac.uk/cetl_afl/research/toolkit/?view=Standard
Case studies: see http://www.northumbria.ac.uk/static/5007/cetlpdf/casestudies1.pdf [ no. 3 in engineering]
Resources and publications (inc. signpost leaflets): see http://www.northumbria.ac.uk/cetl_afl/resources/?view=Standard
29. 29 Assessment and Feedback CETLs (2) Assessment Standards Knowledge exchange (ASKe) @ Oxford Brookes:
[http://www.business.brookes.ac.uk/learningandteaching/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
30. Evaluation wordmap