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Presenting: Julie Dennison, Associate lecturer, LCF Student contributor: Liva Abola

A lecturer and student perspective on whether formative assessment strategies improve student's future learning and achievement. Presenting: Julie Dennison, Associate lecturer, LCF Student contributor: Liva Abola. The research: Action Research project conducted Nov 2011 - Feb 2012

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Presenting: Julie Dennison, Associate lecturer, LCF Student contributor: Liva Abola

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  1. A lecturer and student perspective on whether formative assessment strategies improve student's future learning and achievement Presenting: Julie Dennison, Associate lecturer, LCF Student contributor: Liva Abola

  2. The research: Action Research project conducted Nov 2011 - Feb 2012 The intervention: Will introducing a programme of formative assessment feedback strategies address the issue of students effectively using feedback to improve their future summative assessments?

  3. Formative Assessment Cycle Source: Cauley & McMillian, 2010:2

  4. Background • Access Diploma in Fashion Business • Transition course for access into HE • Majority of students new to university environment • 74 students, 80% international or EU

  5. Formative assessment strategies Structure of Developing a Retail Brand November 2011- February 2012 Week 5 1 2 3 4 6 7 8 Task 3 feedback Task 1 feedback Task 2 feedback Task 4 feedback Adapted: Russell (2010) KEY • How it will work • Students will be set four tasks aligned to LO of unit • 3 of the tasks are part of the summative assessment • Students will receive feedback on performance • Can make adjustments to their work prior to final submission Written lecturer feedback without grades Peer assessment Self assessment exercise Group tutorials Summative assessment

  6. Evaluation • Methods used: • Observation • ‘Hidden’ question in the unit feedback form • Summative assessment performance

  7. 1. Student participation in formative assessment tasks and tutorials

  8. Key results 2. Number of students participating in tasks compared to summative achievement results

  9. Fig.5.4 Sample students’ feedback summary in written tasks and evidence of progression

  10. Key results 4. Overall attainment levels for Retail Branding

  11. Key results 5. Attainment level changes compared to first unit

  12. 6. Likert scale section from Student Unit Evaluation form No. respondents: 39

  13. 7. Additional comments from students from evaluation forms – Name the three best aspects of the unit Student 1: ‘Homework tasks each week – feedback helped’ Student 7: ‘The feedback from Ms Julie is really thorough in making me understand’ Student 8: ‘It was great to get feedback for the homework’ Student 10: ‘Feedback is definitely improving my learning and understanding’

  14. Conclusion CONCLUSION - Lecturer’s perspective • FA did help to raise student attainment and help them use their feedback • Surprise result was the level of student engagement and motivation in the process • Helped me engage with students – learning was team effort • Helped EFL students better understand the requirements of the assignment • Students who do not participate in FA are often the ones who would benefit the most • Adapting teaching and generating feedback is very time consuming + -

  15. Further research • Formative assessment tasks could be devised as a series of low stakes assessments (Russell, 2010) • Studies into benefits of formative assessment for EFL students new to HE assessment procedures

  16. Bibliography Black, P. and Wiliam, D. (1998) Inside the Black Box: raising standards through classroom assessment. Phi Delta Kappan, 80:2, 139-148 Cauley, K. and McMillan, J. (2010) Formative Assessment Techniques to Support Student Motivation and Achievement. Clearing House: A journal of educational strategies, issues and ideas, 1:1-6 Russell, M. (2010) Helping students make more of their feedback. ESCAPE Project Resources, University of Hertfordshire Yorke, M (2003): Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice. Higher Education, 45, 477-501

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