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  • 1. Assessing for Learning
    Assessment and Feedback Methods
    Phil Carey Faculty of Health
    Clare Milsom Academic Enhancement Unit
  • 2. Outcomes
    Recognise the importance of assessment to the learning process
    Identify the key components and principles of the assessment process
    Reflect on and critically evaluate a range of assessment and feedback methods
    0930 – 0950 Assessment in context of constructive alignment
    0950 – 1030 Activity: alignment of outcomes, teaching methods and assessment tasks.
    1030 – 1045 Break
    1045 – 1115 Introduction to e-resources
    1115 – 1230 Feedback (with short break)
  • 3. Why is assessment so important?
    Assessment has a major influence on:
    what students learn
    how we teach
    how students organise their studies
    how individuals are able to progress
    2. Staff and students spend more time on assessment than on anything else
    “Assessment IS the curriculum as far as many students are concerned – they’ll learn what they think they’ll be assessed on, not what’s in the curriculum or what’s been covered in class”Ramsden (1992)
  • 4.
  • 5. Teaching teaching and understanding understanding
    19-minute award-winning short-film about teaching at University: ((( )))
    Students take responsibility for their learning. ‘Deep’ rather than ‘surface approach’
  • 6.
  • 7. Constructive alignment (Biggs 1999)
    Learner constructs their own learning through learning activities
    ‘High levels of detail of learning outcomes and assessment criteria, allow students to identify what they ought to pay attention to, but also what they can safely ignore’. (Gibbs 2010: 25)
  • 8. Structure of the Observed Learning Outcomes (Biggs and Collis 1982)
    SOLO taxonomy
  • 9. Bloom’s revised taxonomy
    (Anderson and Krathwohl 2001)
  • 10. All learning outcomes include:
    Verb, content, context
  • 11. What’s wrong here?
    Identify the key constitutional structures of the European Union and critically analyse the origins and effects of these structures by using the conceptual tools of comparative politics.
    Recall the fundamental structural, mechanical and electrical engineering.
    Write a report on the decontamination of reclaimed land.
    Explore global provision of emergency healthcare
    State the six categories of Bloom’s taxonomy.
  • 12. ‘Mirror’ student year 1 and year 2 surveys
  • 13. Student views of feedback
    National Student Survey results for the UK
    * Universities across the sector underperforms in assessment & feedback
  • 14. Institutional survey on student views of feedback
    (Carey, Milsom, Brooman & Jubb, 2010)
    Method: anonymous questionnaire
    Focus of questionnaire:
    Student experience of assessment feedback
    Student expectations of assessment feedback
    Utility/value of different feedback types
    Questionnaire designed and tested in February 2008
    Disseminated to undergraduatestudents in four Faculties in March 2008:
    Business & Law
    Media, Arts & Social Science
    Health & Applied Social Sciences
    (only those undertaking a professional qualification)
  • 15. Distribution (n=1409)
  • 16. How quickly do students expect their feedback?
    Science students want their feedback more quickly
    (p < 0.001)
    • Nearly half (46%) waited for more than 4 weeks for feedback
    • 17. 85% got feedback at the same time or after they were given marks
  • Student views on the standard of feedback they receive
    Marking criteria
    Informed about criteria - 80% agreement
    Understood criteria - 72% agreement
    Standards and fairness
    Confident of fairness - 76% agreement
    Marking is accurate - 68% agreement
    Effect on learning
    Clarified understanding - 59% agreement
    Helped future performance - 57% agreement
  • 18. Ranked usefulness of feedback methods
    One-to-one discussion with module staff
    One-to-one discussion with personal tutor
    Written comments on feedback sheet
    Annotations on scripts
    Individual email with specific comments*
    General feedback to whole class
    Feedback in work placements*
    Group email with general comments*
    Tick-box assessment sheets
    Feedback from other students*
    * Low reported experience of this method
  • 19. The influence of faculty
    Science students rated the following less useful than others did:
    One-to-one discussion with module staff (p<0.000)
    One-to-one discussion with personal tutor (p<0.000)
    Health Students rated the following more useful than others did:
    Individual email with specific comment (p<0.000)
    Feedback in work placements (p<0.000)
    Tick-box assessment sheets (p<0.000)
    Feedback from other students (p<0.000)
  • 20. The impact of the ‘engaged student’
    Analysis assumes collection of work as an indicator of engagement
    42% strongly agreed with the statement “I collect marked work as soon as it is available”
    Association between this and:
    understanding criteria (p<0.001)
    being informed (p<0.05)
    believing marks reflects standards (p<0.001)
  • 21. What do students tell us that they want?
    Overall students appear fairly satisfied, but…
    Want more opportunities for one-to-one feedback
    Prefer easy to access modes of feedback
    Students are somewhat conservative –
    less interest in peer assessment or group feedback
    a result of limited experience?
    less interest in feedback related to work-based learning
    implications for graduate employability
    Assessment for students is a personal event, but…
    …staff view assessment in terms of groups of students
  • 22. What should we do?
    Manage expectations
    Enhance student engagement with the assessment & feedback process
    Reinforce notions of student’s own responsibility
    Consider disciplinary difference in assessment & feedback mechanisms.
    Resist excessive centralisation of feedback mechanisms
    Avoid innovation for the sake of innovation
    Recognise the importance of training and experience for mastery and confidence in assessment methods
  • 23. NEXT WEEK
    Prepare for discussion of assessment method rationale with peer learning groups
    Identify assessment method
    Consider alignment with learning outcomes
    Think about the students’ skills level for this technique
    Explore issues of equality and diversity
    Look at compliance with university policy
    Identify appropriate feedback mechanisms