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Assessment and feedback. Supervisor’s toolbox. Meta-communication. Approaches / styles. Feedback and Assessment. Perspectives Caps. Themes and progression. Formative and summative. 13. 11. IV. III. 10. approx. 0%. approx. 30%. 9. 8. 7. 6. approx. 25%. approx. 45%. 5. 03.
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Enhedens navn Supervisor’s toolbox Meta-communication Approaches / styles Feedback and Assessment Perspectives Caps Themes and progression
Department of Science Education 13 11 IV III 10 approx. 0% approx. 30% 9 8 7 6 approx. 25% approx. 45% 5 03 I II End test 00 00 03 5 6 7 8 9 10 11 13 Exam The Backwash-effect
Say back Interpretation of the readers mind Believing and doubting Source: Elbow and Belanoff (1989): Sharing and Responding. New York, Random. Department of Science Education Non-evaluative feedback
1. helps clarify what good performance is (goals, criteria, expected standards); 2. facilitates the development of self-assessment (reflection) in learning; 3. delivers high quality information to students about their learning; 4. encourages supervisor and peer dialogue around learning; 5. encourages positive motivational beliefs and self-efficacy; 6. provides opportunities to close the gap between current and desired performance; 7. provides information to supervisor that can be used to help shape the supervision. NICOL & MACFARLANE-DICK, 2006 Department of Science Education Good feedback practice
Discuss implications Department of Science Education Examples of substance in feedback • Read the examples • Look for examples of positive and negative feedback • Is it specific? • Is it formative or summative? • Is it evaluative or non-evaluative
Exploratory writings: «freewrites», «think- texts» or «sketches» Presentational texts: drafts of specific parts of a thesis, Journal articles Different feedback to differenttexts
To increase our repertoire of ideas of things to write, Graham and Grant (1997, p. 31 f.) suggest asking students to: • submit a given number of pages at or before every meeting • write a one-page synopsis of their thesis at regular intervals • free write their way through problems, blocks, and for coming to grips with new ideas • write a maximum of two/three pages describing the process of their research, identifying problems, thinking through possible solutions • write a one-page review of everything they read • write a two/three pages review of a number of articles dealing with a particular theme, comparing points of view, commenting on the relevance for their research • write expanded structures (synopses) for the whole thesis or for each of the proposed chapters or articles Getting students to write
There is no one way, but most: • Begin by reading the Abstract, Acknowledgements, Introduction & Conclusion • Look at the references • Read from cover to cover making notes • Go back over the thesis to check whether their questions have been answered or whether their criticisms are justified Margaret Kiley, The Australian National University Strategies for examining
A ‘good’ thesis has: • Critical analysis & argument • Confidence & a rigorous, self-critical approach • A contribution to knowledge • Originality, creativity & a degree of risk taking • Comprehensiveness & scholarly approach • Sound presentation & structure • Sound methodology Margaret Kiley, The Australian National University Analysis of reports demonstrates • A ‘less than ideal’ thesis has: • Too much detail with lack of analysis • Lack of confidence, energy & engagement by the candidate • Lack of argument and rigour • Shoddy presentation (typos etc) • Lack of critique of own analysis/ sweeping generalisations based on opinion rather than analysis • Inadequate or poorly expressed methodology & scope (e.g. Kiley, 2004, Lovitts,2007)
