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Promise and practice: how should first-year students’ expectations regarding assessment be met?

Promise and practice: how should first-year students’ expectations regarding assessment be met?. Mantz Yorke Higher Education Academy Conference Manchester, 3 July 2012. Agenda. The evolving context of UK HE Presentation of some relevant issues Workshop

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Promise and practice: how should first-year students’ expectations regarding assessment be met?

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  1. Promise and practice: how should first-year students’ expectations regarding assessment be met? Mantz Yorke Higher Education Academy Conference Manchester, 3 July 2012

  2. Agenda • The evolving context of UK HE • Presentation of some relevant issues • Workshop • Comments, questions and – hopefully – a few answers

  3. Some relevant issues • Pre-enrolment engagement • Some students take time to ‘get it’ • Expectation that school feedback practices continue in HE • Turnaround time • The personal/emotional dimension to feedback • Staff availability Most of the sources cited can be found in a conference paper by scrolling down from www.fyhe.com.au/past_papers/papers11/FYHE-2011/content/html/keynote.html

  4. The importance of pre-enrolment engagement: an example The provision of prior information (Data from 634-694 first-year students in Art & Design) • The match, by high/low level of prior information, • between expectations and experience: • Teaching • Assessment methods Yorke & Vaughan, 2012

  5. Teaching Level of prior information High Low Assessment methods Increasing match of experience with expectation

  6. Expectations regarding feedback, Australia Crisp et al (2009); Scutter et al (2011)

  7. Expectations re feedback ... and experience Colour code: HumanitiesScience Note: phrasing adjusted to fit circumstances Brinkworth et al (2009)

  8. Acceptable time-interval for return of work Crisp et al (2009); Scutter et al (2011)

  9. Issues relating to the effectiveness of feedback Inadequate understanding of the task (Glover & Brown 2006) Student-staff differences in perception (Maclellan 2001) Feedback not understood (Chanock 2000; Weaver 2006) Tutors’ intentions re feedback not understood (Higgins et al 2002) ‘Being told’ is not engaging (Crisp 2007) Disjuncts in the feedback loop (Hounsell et al 2006) Transferability not perceived (Carless 2006; Duncan 2007) ... ... especially where assessment demands are diverse (Gibbs, TESTA) Timeliness (Brinkworth et al 2009) The grade’s the thing (Snyder 1971) Espoused theory & practice out of sync (Orrell 2006; Orsmond+ 2011)

  10. Self-confidence Cameron (2008)

  11. Acknowledging emotion For [first-year] students feedback goes beyond providing information on how to improve assessment marks. The ‘effective feedback’ for these students is that which provides emotional support and facilitates integration into university. (Poulos and Mahony, 2008) To what extent can ‘the personal’ be accommodated in contemporary HE?

  12. Feedback and feedforward Students observed that feedback was given in such a way that they did not feel it was rejecting or discouraging . . . [and] that feedback procedures assisted them in forming accurate perceptions of their abilities and establishing internal standards with which to evaluate their own work Mentkowski and Associates (2000, p.82), emphasis added

  13. The staff availability issue Sectoral employment of FT and PT staff (selected subject areas) HESA (2012)

  14. So how should first-year students’ expectations regarding assessment be met? • Some of the issues that need to be considered: • Some students take time to ‘get it’ regarding what is expected • of them (especially academic standards) • Younger students (particularly) may expect school practices • regarding feedback to be continued in HE • Turnaround time • The personal/emotional dimension to feedback • Staff availability Comments and questions on Post-its, please

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