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Enhancing Learning through Group Assessment Feedback in Higher Education

Explore the impact of group assessment feedback on student learning in higher education, highlighting the benefits, challenges, and best practices. This comprehensive paper delves into the good, bad, and ugly aspects of group feedback, featuring real case studies, staff and student testimonials, and expert insights. Discover how innovative feedback methodologies can improve student engagement, understanding, and overall academic success.

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Enhancing Learning through Group Assessment Feedback in Higher Education

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  1. Group Assessment Feedback… Group Assessment Feedback… The Good, the Bad, the Ugly. The Good, the Bad, the Ugly. A Word In Your Ear - 2009 Roger Emery Accalia Atkinson December 09

  2. Hello! • Solent’s Experience • Methodology • Aims • Objectives • Group Feedback Paper • Good • Bad • Ugly Roger Emery Learning Systems Developer Accalia Atkinson Lecturer in Law December 09

  3. Built Environment Programme Level 2 Higher National Group Project Formative and Summative Individual Feedback on Group Work The Good…Case Study 2 December 09

  4. STAFF “you are giving far more detailed feedback than you could possibly do with written!...the quality of the feedback is impressive!” Phil Brown on the group project: Tutor Concerns University Acceptance External Examiners STUDENTS “excellent means of saying what needs to be said. Written remarks can be misinterpreted – orals can not” “as there was 9 minutes of feedback it was much more helpful than the usual few sentences we receive” “great quality feedback, has certainly given me something to think about” Student preference 63% audio 9% written 28% no preference. The Good…Case Study 2 December 09

  5. The Good…Case Study 4 • HND Law • Level 2 • Alternative Dispute Resolution Group Presentation • Summative • Group Feedback on Group Work • Example of conversation: December 09

  6. STAFF Saved time “quality of feedback had definitely improved… it allowed for greater depth and clarity” ACCALIA QUOTES??? Benefitted from being able to listen to the first and second marker STUDENTS “I feel that the two lecturers recording together helped incorporate both opinions to provide better overall guidance and feedback” “Much easier to understand than written feedback, which is often hard to read. This is much clearer, giving the lecturers an opportunity to provide a detailed evaluation of our work” Alex: Rich: The Good…Case Study 4 December 09

  7. BAFPT Level 3 Personal Training for Special Conditions Formative Client Interviews STUDENTS Distracting Background Noise” STAFF Groups too large More training required Other uses The Bad…Case Study 3 December 09

  8. The Ugly • Secure Delivery • To Individuals • To Groups December 09

  9. The Ugly December 09

  10. Conclusion • Can be effective in the right group environment • Modes of delivery are secure • Students engagement measured by discussion for a • Students liked it! • Reasonably straightforward process provided support given • Can be time saving over time (and with practice) • Accepted by external examiners • Adopted across a variety of disciplines December 09

  11. Thank You Roger Emery Learning Technology Unit Roger.Emery@solent.ac.uk Accalia Atkinson Faculty of Business, Sport and Enterprise Accalia.Atkinson@solent.ac.uk http://tinyurl.com/o2zjss December 09

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