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SHU L&T Conference June 2013

SHU L&T Conference June 2013. Assessment and Feedback Alice Bailey – Hillsborough College Alice.bailey@sheffcol.ac.uk. Contents. A ims and objectives Literature Methodology Outcomes. Aims and Objectives.

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SHU L&T Conference June 2013

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  1. SHU L&T ConferenceJune 2013 Assessment and Feedback Alice Bailey – Hillsborough College Alice.bailey@sheffcol.ac.uk

  2. Contents Aims and objectives Literature Methodology Outcomes

  3. Aims and Objectives Aim – To investigate methods for increasing student attainment at HE (in an FE setting). Objective – To produce a practical guide and useful templates that can be applied to different HE settings with the purpose of increasing student attainment.

  4. Literature Gibbs (2003)  “focused their efforts on improving feedback to students” Pedrosade Jesus and Moreira (2006) and Crisp (2007) ‘make progress and improve in subsequent tasks’ Crisp (2007), Boud and Molloy (2013) ‘two-way conversation’ Hattie and Timperley (2007) “self-regulate” Gibbs (2006)  “feedback without marks leads to better learning than marks only, or even than marks with feedback” Brockbankand McGill (1998) “where the feedback process is driven by the learners’ own enquiry, through critical reflection, their focus becomes the progress they are making towards the intended learning outcomes of the unit of study.” Bryan and Clegg (2006) ‘regular and timely and closely related to the outcomes’

  5. Methodology Student focus group Student Experience Questionnaire Staff focus group Staff questionnaire

  6. Outcomes Feedback needs to be personalised (but always about the work, not the person!) Formative feedback on draft work is vital to student improvement One to one discussions help students understand and apply their feedback to their work When summative, feedback should be generalisable so that students can apply it to their next piece of work When students are encouraged to self and peer assess they internalise their feedback and rely on external sources for reassurance less

  7. Outcomes SOW templates drafted with formative feedback sessions included Self-assessment submission documents Online marking of summative work followed by one to one sessions to discuss feedback Providing feedback before providing mark (eg, feedback online, mark only available on attendance to one to one session)

  8. Any questions?

  9. References • Boud, D and Molloy, E, (Eds.), 2013, Feedback in Higher Education; Understanding it and doing it well, Oxon, Routledge • Brown, E (2006) Commentary Article: The Assessment Experience Questionnaire [online] Last accessed 16/4/13 at http://www.open.ac.uk/fast/pdfs/Brown%20-AEQ.pdf • Bryan, C and Clegg, K, (Eds.), 2006, Innovative Assessment in Higher Ed, Oxon, Routledge • Carless, D., Salter, D., Yang, M. and lam, J., 2011. Developing sustainable feedback practices, Studies in Higher Education, 36(4), 395-407. • Crisp, B. (2007). Is it worth the effort? How feedback influences students' subsequent submission of assessable work. Assessment and evaluation in higher education . 32 (5), 571-581. • Gibbs, G (2006). How assessment frames student learning, Innovative Assessment in Higher Education, p23-36 • Hattie, J and Timperly, H., 2007, The Power of Feedback, Review of Educational Research, vol. 77 no. 1 81-112 • Pedrosa de Jesus and Moreira, AC. (2006). The role of students' questions in aligning teaching, learning and assessment: a case study from undergraduate sciences. Assessment in Education: Principles, Policy and Practice. 13 (2), 193-201.

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