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Assessment and feedback

Assessment and feedback. John Canning, LLAS Centre for Languages, Linguistics and Area Studies, School of Humanities, University of Southampton Life and Work in academia: an event for new lecturers, 12 April 2012. LLAS

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Assessment and feedback

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  1. Assessment and feedback John Canning, LLAS Centre for Languages, Linguistics and Area Studies, School of Humanities, University of Southampton Life and Work in academia: an event for new lecturers, 12 April 2012 LLAS Centre for Languages, Linguistics and Area StudiesUniversity of Southampton Southampton, SO17 1BJ +44 (0) 23 8059 4814| @LLASCentre |www.llas.ac.uk

  2. In small groups (10 minutes) • Why do we have assessment? 2. What are the weaknesses of assessment?

  3. Why does assessment worry us? Assessment of student learning as “the achilles’ heel of quality” Peter T Knight (2002) High-stakes summative assessment data, grades and degree classifications, are routinely mis-manipulated, tend to be unreliable, and give incomplete and uninformative pictures of student achievements (Knight 2002, p.107).

  4. Good assessment (Race online) • Valid • Does it measure that which we are trying to measure? • Reliable • Is it consistent? It is fair? • Transparent • Do students know where the goalposts are? • Authentic • Are we assessing the students’ work or someone else's? • Plagiarism and academic integrity

  5. A question Assuming normal conditions, you are driving your car at a speed of 70 miles per hour (112 kph). What is the thinking distance plus the braking distance? Answers can be in metres, feet or car lengths.

  6. What are we assessing? • Deep learning • Real understanding • Can we measure it though? • Surface learning • Sufficient to pass the exam, coursework etc. • Not understanding • Easy to measure? • Strategic learning • Students ‘choose’ between deep and surface learning • Deliberate surface learning

  7. Hierarchy of the cognitive domain (Bloom’s taxonomy of education objectives) After Bloom 1956 (Brown 2001)

  8. Biggs (1997, 1999) Structure of Observed Learning Outcome (SOLO) In Brown (2001)

  9. Methods, sources and instruments of assessment (from Brown 2001) ¹NB: Peer assessment is a source, not a method

  10. Feedback • Often gets low scores on National Student Survey • Good feedback • Relevant • Timely • Meaningful • Makes suggestions for improvement • Feedback could be oral written or both. Use of new technology can be helpful (Brick 2009)

  11. Other issues to consider • Time taken to assess and feedback • Disability and reasonable accommodations (SENDA 2001) • Under/over assessment of a module • Diversity of assessment over whole programme • Timing of assessments over the whole programme

  12. Billy Brick (2009) How to provide student feedback using screen capture software http://www.llas.ac.uk/events/archive/2985 • George Brown (2001) Assessment: a guide for lecturers (York: LTSN) http://bit.ly/IkNDDR • Peter T. Knight, “The Achilles' Heel of Quality: the assessment of student learning,” Quality in Higher Education 8, no. 1 (2002): 107-115  • Phil Race (online) Assessment, teaching and learning in higher education http://phil-race.co.uk/?page_id=813

  13. Contact LLAS Centre for Languages, Linguistics and Area Studies University of Southampton Highfield Southampton SO17 1BJ j.canning@soton.ac.uk 023 8059 4814 www.llas.ac.uk

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