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Assessment and Feedback

Assessment and Feedback . Dr Sarah Bamforth. Learning Objectives. List reasons for why we assess Adopt marking criteria as a strategy for reliable marking Evaluate different feedback practices in terms of their effectiveness. . Why do we assess?.

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Assessment and Feedback

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  1. Assessment and Feedback Dr Sarah Bamforth

  2. Learning Objectives • List reasons for why we assess • Adopt marking criteria as a strategy for reliable marking • Evaluate different feedback practices in terms of their effectiveness.

  3. Why do we assess? In groups, think of 10 reasons why we do or do not assess.

  4. Purposes of Assessment • To pass or fail a student • To grade or rank a student • To diagnose a student’s strengths and weaknesses • To provide feedback to students • To motivate students • To provide a profile of what a student has learnt • To predict success in future courses • To predict success in employment • To select for future courses • To select for future employment • To give credibility to a course • To tell students what they have achieved • To tell students how to improve their performance • To provide feedback to lecturers • To motivate lecturers

  5. Assessment has a vital role in helping students to learn Students need to confirm: • what abilities they have obtained • any misconceptions they may need to correct • what abilities they still need to obtain at each stage of their learning to achieve their desired outcome • staff need it to gauge the effectiveness of their teaching and what needs to be done to reach their desired outcomes

  6. Marking exercise Part 1 (10 minutes) • You will be given two example lab scripts • Individually, attempt to give each script a mark • Write your mark on a post-it note Part 2 (10 minutes) • Discuss the marks given with your group • Discuss the criteria you used and draw up a list of possible criteria

  7. Possible criteria for lab marking – general • Knowledge and understanding of the subject • Structure of assignment • Clarity of meaning • Supporting points with evidence • Has the student answered the question(s)? • Relevancy • Understanding of task • Has the work been carried out? • Distinction between fact and interpretation • Applying ideas in new contexts • Evidence of critical and evaluative abilities • Originality/creativity • Clear use of English • Clear presentation

  8. Possible criteria for lab marking - specific • Do graphs observe the desired conventions? • Appropriate accuracy of numbers quoted • Appropriate use of discipline-specific jargon • Discipline-specific conventions • Recording of data • Appropriate figures, tables and graphs • Are all figures, graphs and tables helpfully titled?

  9. Sample Marking Scheme

  10. Challenges of assessment As a teacher/lecturer: • Do I know what the criteria/mark schemes are? • Do I understand what the criteria are? • Do I know how to apply the criteria? • How can I make sure I’m doing the best possible job?

  11. What is the purpose of feedback? • To provide information • To provide guidelines on how work can be improved • To provide something ‘concrete’ which can be referred to again • To encourage and motivate

  12. Feedback Exercise What is effective feedback? • In your groups, rate the feedback examples • What features do you find helpful? • What features are unhelpful/hurtful/ harmful? • Did you use any of these features when you marked the lab script? • Feedback to the main group

  13. Effective feedback from the student perspective…Practices to adopt

  14. Practices to avoid

  15. For feedback to benefit learning students must know: 1. What good performance is (goals, criteria) 2. How current performance relates to good performance (compare) 3. How to act to close the gap Sadler DR (1983) ‘Evaluation and the improvement of student learning’ Journal of Higher Education 54:60-79.

  16. Good Marking Practice – Make your Marking Easier • Use a marking scheme • Use ‘range finder’ papers • Put ‘difficult’ assignments to one side • Be generous with praise and constructive with criticism  • Choose the appropriate level of feedback for the task • Don’t rewrite the student’s assignment • Never make derogatory personal comments • Suggest alternative sources of help • Use a marking proforma

  17. Summary • Utilise marking criteria • When providing feedback: • Tell students what they got right and wrong and why • Tell them how to improve

  18. Thank you http://www.heacademy.ac.uk/assessment-projects-resources Further Resources

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