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Assignment Processing

Explore effective assignment brief structures and strategies for better student understanding and engagement. Includes activities, DiSA findings, examples, and reference literature. Contact Dr. Helen Gale and Dr. Debra Cureton for more information.

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Assignment Processing

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  1. Assignment Processing Dr Helen Gale & Dr Debra Cureton

  2. Outline of activities • Brief overview of DiSA findings • Assignment briefs • What Works: Retention & Success • Assignment processing

  3. Academe Relationship Cultural and Social Capital Brief Overview of DiSA Findings Psychological Processes

  4. Assignment Briefs - Method • Top percentile of performing modules • i.e. modules with >90% student pass rate VS • Bottom percentile of performing modules • Compared the assignment briefs • Language • Quality of information • Structure • Style • Comprehension

  5. Characteristics of successful assignment briefs: • Language is appropriate • to a student audience • to the subject matter • Fit for level • Logical Structure • Information in all one place • 1 – 1.5 sides of A4 • Clear, succinct, no jargon, informative • Includes information on: • Product • Process • Useful examples • Marking criteria • What markers will give points for/ are looking for

  6. Combining learning outcomes, assessment criteria and performance descriptors in assignment briefs: an example of an assignment brief templates University of Wolverhampton Assignment Brief School ………………………………………..Module Code …………………… Module Title …………………………………………….. Learning outcomes (exactly as they appear in the module guide): In order to achieve this module you should be able to: • ………………………………. • ……………………………...... • ………………………………….. • ………………………………..... Activity (in student-accessible language) To complete this assignment, you should …………………………. Assessment criteria (to pass this module) e.g. • This assignment should be a maximum of 3000 words / 10 minutes • At least 3 different examples should be given Marking You will be marked on a % scale, using the University Performance Descriptors (see below) FeedbackFeedback will be given via ……..

  7. What Works: Retention & Success Expectations Belongingness

  8. Assignment processing: the literature • O'Donovan, B., Price, M. and Rust, C. 2004. 'Know what I mean? Enhancing student understanding of assessment standards and criteria'. Teaching in Higher Education 9: 325-335. • Norton, L. 2004. 'Using assessment criteria as learning criteria: a case study in psychology'. Assessment and Evaluation in Higher Education 29: 687-702. • Lizzio, A. and Wilson, K. 2013. 'First-year students’ appraisal of assessment tasks: implications for efficacy, engagement and performance'. Assessment & Evaluation in Higher Education 38: 389-406.

  9. What do you do? • Working in groups describe: • How you introduce an assignment/assessment to students? • How do you encourage students to process assignment briefs/assessments? • How do you deal with issues about assignment briefs/assessments? • Misunderstandings • Confusion

  10. Assignment processing: a suggestion Colleagues have used the following steps to support this process: - Put students in pairs or small groups- Ask them to read the brief and to tell each other what they think they are being asked to do - From this exchange, ask students to identify what is clear to them and what needs to be clarified. Ask them to write these down on post-its (two different colours ideally)and to display them in the room. - Ask students to get up and look at post-its so that they can compare comments - On the basis of a reading of the  post-its, the teacher groups the concerns and offers comments accordingly- Teacher posts a FAQ on VLE to deal with all points of clarification

  11. Over to you…. • In pairs/small groups: • Develop a processing session that is sensitive to your subject and students’ needs. • You may wish to consider how you include: • How to develop better learning and peer relationships • The introduction of academic issues • Raising social capital • How to limit psychosocial barriers

  12. Feedback & Conclusions

  13. Contact Details • Dr Helen Gale – h.gale@wlv.ac.uk • Dr Debra Cureton – d.cureton@wlv.ac.uk

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