Assessment and Feedback printable cards

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Have learner to self-assesswhere roles andthat ment, contract or charter on own work Ask learners representationtheircommitteesbefore in-class activities to cohorts supplemented by out-of-class activities. after performance.to add their own specific by previous learner Ask learners marks on written in class through Avoid releasing work until module, their projects. to assess with feedback for the correct and major concerns. Facilitate teacher-learnerbuilt-in sheet with for the feedback Use online tools with cover fuctionality discuss assessment policiesexamson learning are responsibilities in assessment and this submission and provide feedbackpractices. have in-class assessment and feedback comments. Use an Provide learners with mock and so they Provide explanations. Learners are most receptive Ask learnersthe general criteria provided by criteria haveto presenttechniques.through their to feedback to work - providing learners learners with model answers for responded incorrect answers. use oflearners to find one or twoand Ask in-class encourage reflection examples individual recording and reporting comments. solutions in totasks and opportunities to make questions class supported by peer self-assessmentexperience what is required foritself. opportunities to as to produce multiple-choice defined. Ask learners, in pairs,well as on the assessmenttests, assessment when they have just worked through for feedback the teacher. Take these into account in summative assessment in a safe environment. of feedbackagainstshort questions on paperaat end self-assessment. formative that to make comments and they found information about levels of learner engagement Redesign and align Ask learners summative with feedback for the correct and incorrect answers. the assessment. their learning Alignfinal assessment. Ask learners to tasks so their students have comparisons answer that own work. with resources,practisehow theydiscussions. useful and to enhancethe skillsskillsmight help assessments to online tests these and judgement explain learner have met the opportunitiesabout whether and required before of class. Use the results to provide feedback and them with future assessments. the work is marked. estimate mark they expect. independence. and stated criteria stimulate discussion at the next class.Adapted from the QAA Enhancement Theme: The First Year Experience - http://viewpoints.ulster.ac.uk Version 2.1Transforming assessment and feedback: enhancing integration and empowerment in the first year

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Align learning Give learners opportunities learners to make Before an assessment, let learners topics and increasing to givewhenand/or work is is timely received learners get performance-level motivation. learners on an Make such tasks compulsorywith carry minimal these‘patchworkor criteria for complex tasks; the action pointscompleted small, distributed, after having read reference the of project work.of assessments to learning objectives. opportunities todifficulties before to deal with to definitions.kind of feedback work Encourage learnersrequest the other feedback marked each Ask learners practice skills connections. to text’ Ask a examples of reflective essay or selected essays extended number write- a series Limit learners Use the feedback comments they types. Each tests written reflectivethe class relation received. Let the rest of superior andhave take these of assessment in relation to published criteria beforestaff marks (5/10%) to turnaround time is prompt,their in class. would choice in theyengagein regard Give learners ensure learners hand but Ensure feedback like when timing with ideally that they (summatively assessed). keep aassignments writingeach other. (individually especially extended of different why to their identify which are journal tasks, where good in Provide opportunities for discussion and Provide learners with some choicecould be used Ask learners to setthem. These buttiming with these evaluate tasks for and groups). not justthemselveseachcan also be are complete in in submission.weeks. become assessments workload does not within two to when they hand in work. excessive. - learning. online tasks where feedback is Providewhen they hand a final integrative but or in performance is ticking off criterion Break up large assessment intofor an parts. 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This own work.criteria provided by you. or what attitudes required in future employment. of learners work in the same groups across a number account. theperformance ofsome learners.they deliver as the begin.must rate their confidence that their Learners Assign which the general would like to know about of assessment, Encourage the formation a supportive learning Use learner response systems to make assess criteriaand on includebehandoutto lectures more feedback that could a used outlining modules. planned identify for learners what they answer might time. would is correct. The higher the confidence environments. undertake to produce summative Ask learners, in pairs, regular small Have learners aspects they would like to improve. their projects. Model in class how you would think through and Use real-life scenarios and dynamic feedback. interactive. the penalty if the answertheir Work that carry minimal marks, with regular tasks with your learners to develop an agree- should do in relation to to improveon/link suggestions next time known build is shown Provide homework activities that difficulties wrong. the higher solve exemplar problems. multiple-choice tests over the duration of the Require learners in groups to generate the criteria used feedback. in-class activities to out-of-class activities. 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Ask learnersthe general criteria provided by criteria haveto presenttechniques.through their learners learners with model answers for and work incorrect answers. use oflearners to find one or twoand Ask in-class feedback examples solutions in totasks and opportunities to make self-assessmentexperience what is required foritself. opportunities to as to produce multiple-choice defined. Ask learners, in pairs,well as on the assessmenttests, for feedback encourage reflection questions class supported by peer comments. assessment when they have just worked through the teacher. Take these into account in summative assessment in a safe environment. of feedbackagainstshort questions on paperaat end self-assessment. formative that to make comments andwork. found they Redesign and align Ask learners summative with feedback for the correct and incorrect answers. the assessment. their learning Alignfinal assessment. Ask learners to tasks so their students have comparisons answer that own opportunitiesabout whether they have methelp useful and to practisehow these might the judgement explain provide feedback and assessments to enhance learner skills and of class. Use the results to the skills required before them with future the next class. independence. and assessments. the work is marked. estimate mark they expect. stated criteria stimulate discussion atAdapted from the QAA Enhancement Theme: The First Year Experience - http://viewpoints.ulster.ac.uk Version 2.1Transforming assessment and feedback: enhancing integration and empowerment in the first year

Encourage interaction Good assessment and feedback practice should: Provide opportunities Deliver high quality Encourage time Develop self-assessment Clarifyassessmenttask Give act on performance good feedback to and dialogue and feedback choice e re ection ort on Help clarify what the opportunitiesdialogue around learning GiveEncouragegood developmentcriteria, feedbackhelps Deliver high the performance is (goals, criteria, or timing choice in interaction and to information that standards) Facilitate quality feedback of self-assessment Provide topic, method, act on weighting Encourage time and effort on challenging learning tasks (to close any gap(peerreflection in learning between current and desired performance) and of assessments learners self-correct and teacher-learner) To what extent do learners in your course have opportunities to To what extent do your assessment tasks encourage regular study WhatTo andextent do learnerscriteria andthan thein upon ways does it engageextent is feedback attended opportunities for reflection, what actively with goals,deep feedback dialogue learning? kind of extent are there formal to standards, before, during ToToin what teacher feedback do ratherand acted what by learners, What opportunities are there for you providesurface (peer and/or what out of class and have choice in - topics, methods, criteria, self-assessment orifpeerassessment task? your course? andand an assessment in after assessment self-correct? teacher-learner) aroundso, of assessment tasks course?course? weighting learners self-assess andtasks your in your help and/or timing in what ways? in Adapted from the REAP principles of good formative assessment and feedback Version 2.0

Encourage interaction Good assessment and feedback practice should: Provide opportunities Deliver high quality Encourage time Develop self-assessment Clarifyact on performance good feedback to and dialogue and feedback task e re ection ort on Help clarify what good development is (goals, criteria, standards) Encourage interaction and dialogue around learning Deliver high the performance information that helps Facilitate quality feedback of self-assessment Provide opportunities to act on feedback Encourage time and effort on challenging learning tasks (to close any gap(peerreflection in learning between current and desired performance) and and teacher-learner) learners self-correct To what extent do learners in your course have opportunities to To what extent do your assessment tasks encourage regular study WhatTo and out of withare there do ratherand acted upon ways does it engageextent is feedback attended opportunities for reflection, What opportunities goals,deep feedback dialogue learning? kindactively class there criteria andthan - in what by and/or of extent are and formal to standards, before, during To whatwhat teacher feedback for you providesurface (peerlearners, in teacher-learner) aroundso, assessment task? your course? andand an assessment in after assessment self-correct? self-assessment orifpeer in what ways? your course? help learners self-assess andtasks in Adapted from the REAP principles of good formative assessment and feedback Version 2.0

Priority: Developopportunities to andon feedback Clarify good performance onre ection Give assessment choiceort Provide self-assessment act Deliver high quality e and dialogue Encourage time and feedback task interaction Reduce the the inopportunities to to read for Increaseseries of by your learners tests and Give feedback numberof academic to count) Provide a size tutorials. of opportunities Provide opportunities for limiting the word work the Create clear definitions Ask learners require- Reviewlearners(e.g.online objectiveselectand Directly to learners pairs, in monitoring and in Support thatdevelopment to learning groups and Use learners online the of involve relation to Explain involve time rationale oflearners Ask teaching learners to produce Give learners, in multiple-choice assessment Ensure the feedback is provided in tests to do ments before learners learning tasks or their increaseproblem setsassessments. feedback the topics number of tutorials, to assess through the for of in can essays resubmission extended usewhere written feedbackeach learningan assessment and quizzes that comments on task. reflecting stated criteria, as this feedback for on learningacommunities.own learning, through the previously on theirthen focus the class teaching and feedback and tests with helps before class techniques. identifying action pointsbased on to link multiple-choice for future results of (or assessments). Distribute these across the areas of identified weakness the discuss this with peers. This ensures that the feedback from you is available. of a topic ownership project work, encouraging or area of study. own understanding module. explicit marking that might assessments. Learners could make correct groupwork to help learners to formulate portfolios. theincorrectlearning outcomes. feedback and expected answers, which to these tests. Provide the strategies criteria and be used Model and is received when learners get ‘stuck’. Construct Before an assessment, let learners examine is timely performance-level motivation. learners work and increasing to give eachand/or Make such tasks compulsorywith carry minimal these action points after having read the reference the learning objectives. to deal with to definitions.kind of feedback Ask learners difficulties Encourage learnersrequest the other feedback on an connections. to write completed assessments to selected number text’ - a series of small, distributed, Use the examples of reflective essay or Ask a ‘patchworkof criteria for complex tasks; Limit learners feedback comments they types. Each tests written reflectivethe class relation received. Let the rest of superior andhavetake these of assessment in relation to published criteria beforestaff marks (5/10%) to turnaround time is prompt,their in class. would choice in theyengagein regard Give learners ensure learners hand but Ensure feedback like when timing with ideally that they keep aassignments writingeach other. (individually especially extended of different why to their identify which are journal tasks, where good in Ask learners to setthem. These could be used Provide opportunities for discussion and these evaluate tasks for and groups). not justthemselveseachcan also be are complete in but submission.weeks. become assessments workload does not within two to when they hand in work. excessive. - learning. online through where feedback is Provide is tasks a final integrative but or in performance ticking off criterion stitched together in the final assessment. Break up large assessment intofor an parts. Avoid releasing the grade smaller reflectionaabout criteria and standards before Encourage theinto the of peer study groups or create integrated formation task. is more about producing a holistic response. Create natural learner learning the projects.in a of learners engage in a andfeedbacklearner managing peer dialogue by group inworkloads. assessment or task Structure teacher Give plentyopportunitiesuntil task. to advance of documentedfor peers Monitor performance and provide feedback assess commentary. Help learners learners where learnersto supportin Organise a workshop devise, to understand and record their Particularly so thattimeline of your module. learners tasks appropriate are encouraged where students opportunities for from later years or Structure attempting to the feedback by work has provide feedback on each others and responded learners staged way over thean assessment, e.g. a to Provide learnerstheearly assessments or for Insteadfewer marks for correct answer, point Award of providing with model answers own learningwith you, years. of their own collaboration achievements through portfolios. some discusssetlearners byproblems’ list. to thebeforehand, have many assignments and ‘frequently criteria. asking them drawtimings Ask learners to reformulate in their own words mentor learners in earlier final synthesis. This format allocate all where they can piece ofcorrect answer. marks for the a find the work. commenting on it. using the occurring Empower criteria and standards expected up their assessmentsome choice by allowing assessment tasks and opportunities for learners to criteria for Encourage learners to link these them to and return to discuss progress innegotiated. criteria ownsubmissions complex learning task. Let them for work plan for a can be relation to the the documented criteria before they begin the gives learners achievements tocomparisonsfinal reflective them which patches theirpathway so skills they to select to make the a own specific criteria against their Link modules together asknowledge, that the same and defineThis own be submitted points alongside Writethe project. Use down some action deliverables at task. plentycouldmilestones andwith(CBM). before Give their of feedback to learners at theassess- the point Ask learners to attachto include in Ask learners to add three questions that duringconfidence-based marking own work. ment. they learner groupsfor if generate the Require submit their work toassessment. This they normal feedback you provide. This attitudes required in future employment. of learners work in the same groups across a number account. the begin.must rate their confidence that as Learners Assign some marks they deliver their which would like to criteria provided by you. or what the general know about a assessment, Use learner response systems to make assess criteriaand on includebehandoutto lectures more feedback that could a used outlining modules. Have learners undertake regular small summative planned identify for learners what they answer might time. would is correct. The higher the confidence Ask learners, in pairs, improve. aspects they would like toto produce their projects. Model in class how you would think through and interactive. the penalty if the answertheir Work that carry minimal marks, with regular tasks with your learners to develop an agree- should do in relation to to improveon/link suggestions next time known build is shown Provide homework activities that difficulties wrong. the higher solve exemplar problems. multiple-choice tests over the duration of the Require learners in groups to generate the criteria used feedback. Ask learners to self-assesswhere roles and in-class activities to out-of-class activities. ment, contract or charter their own work before performance. cohorts supplemented by by previous learner Ask learners to add their own specific the module, their projects. to assess with feedback for the correct and submission and provide feedback on learning are Facilitate teacher-learner cover sheet with Use an assessment feedback in class through responsibilities in assessment and this have Provide learners with mock exams so they Provide explanations. Learners are most receptive in-class to to presentmodel answers for Ask learnersthe general criteria provided by criteria learners with techniques.through their and work incorrect answers. use oflearners to find one or twoand Ask in-class feedback examples solutions in totasks and opportunities to make self-assessmentexperience what is required foritself. opportunities to as to produce multiple-choice defined. Ask learners, in pairs,well as on the assessmenttests, for feedback encourage reflection questions class supported by peer comments. assessment when they have just worked through the teacher. Take these into account in summative assessment in a safe environment. of feedbackagainstshort questions on paperaat end comments that they found self-assessment. Ask learners to make with feedback for the correct and incorrect answers. the assessment. their learning Alignfinal assessment. Ask learners to tasks so their students have comparisons answer that own work. opportunitiesabout whether they have methelp useful and to practisehow these might the judgement explain provide feedback and of class. Use the results to the skills required before them with future assessments. the work is marked. estimate mark they expect. stated criteria and stimulate discussion at the next class.Adapted from the QAA Enhancement Theme: The First Year Experience - http://viewpoints.ulster.ac.uk Version 2.1Transforming assessment and feedback: enhancing integration and empowerment in the first year

Priority: Developopportunities to andon feedback Clarify good performance onre ection Provide self-assessment act Deliver high quality e and dialogue Encourage time and feedback task interaction ort Provide opportunities for limiting the word read for Reduce the the numberof academictests and Increaseseries(e.g. by your learners to count) and Provide a size tutorials. of opportunities Create clear definitions Ask learners require- Review feedback inof online objective to work the Directly to learners theto learningin relationand in Support thatdevelopment of involve tests and Use learners online multiple-choice learners Explain involve time rationale of assessment Give teaching learners in monitoring do Ensure the feedback is provided groups to to ments before learners learning tasks feedback increaseproblem setsassessments. resubmission of of tutorials, where through the number in can use to assess their written feedbackeach learningan assessment and quizzes that comments on task. reflecting stated criteria, as this helps to link the on learningacommunities.own learning, through previously on theirthen focus the class teaching and feedback and before class techniques. identifying action pointsbased on the results of for future (or assessments). Distribute these across the areas of identified weakness Construct groupwork to help learners to formulate assessments. Learners could make discuss this with peers. This ensures that the feedback from you is available. of a topic or area of study. own understanding portfolios. the expected learning outcomes. feedback to module. explicit marking that might Provide the strategies criteria and be used Model and is received when learners get ‘stuck’. these tests. Before an assessment, let learners examine is timely Make such tasks compulsorywith learners work these action points after having read the to deal with to to give eachand/or of feedback Ask learners difficulties performance-level definitions.kind carry minimal Encourage learnersrequest the other feedback on an connections. to write completed assessments to selected number text’ - a series of small, distributed, Use the examples of reflective essay or Ask a ‘patchworkof criteria for complex tasks; Limit learners feedback comments they types. Each of written reflective superiorin relation received. have assessment in relation to published criteria beforestaff marks (5/10%) to turnaround time is prompt,their in class. would ensure learners engagein ideally Ensure feedback like when they hand but that they keep aassignments writingeach other. (individually especially extended of different why to their identify which are journal tasks, where good and Provide opportunities for discussion and Ask learners to set tasks for these are complete in themselves but can also be submission.weeks. become excessive. workload does not within two work. learning. online through where feedback is Provide is not tasks a final integrative but or in groups). performance just ticking off each criterion stitched together Break up large assessment intofor an parts. Avoid releasing the grade smaller reflectionaabout criteria and standards before Encourage theinto the of peer study groups or create integrated formation task. is more about producing a holistic response. Create natural peer in a learning the projects.in a of learners engage dialoguefor group learner commentary. Monitor performance and until task. in advance assessment or task provide feedback Give plentyopportunities by peers to assess Structure of documented feedback Help learners learners where learnersto supportin Organise a workshop devise, to understand and record their opportunities for from later years or Structure attempting to the feedback by work has provide feedback on each others and responded learners are encouraged staged way over thean assessment, e.g. a to learners tasks so that timeline of your module. Ask learners to reformulate in their own words Provide learnerstheearly assessments or for Insteadfewer marks for correct answer, point Award of providing with model answers own learningwith you, years. of their own collaboration achievements through portfolios. some mentor learners in earlier final synthesis. This format allocate all where they can piece ofcorrect answer. marks for the a find the work. commenting on it. discusssetlearners byproblems’ list. to draw up their ‘frequently criteria. asking them using the occurring Empower criteria and standards expected beforehand, the documented criteria before they begin the assessmentsome choice by allowing assessment tasks and opportunities for learners to criteria for Encourage learners to link these them to gives learners and return to discuss progress in relationtask. Let them own work plan for a complex learning to the criteria achievements tocomparisonsfinal reflective them which patches theirpathway so skills they to select to make the a own specific criteria against their Link modules together asknowledge, that the same and task. plentycouldmilestones andwith thealongside defineThis own be submitted points assess- Writethe project. Use down some action deliverables Give their of feedback to learners at the point at Ask learners to attachto include in Ask learners to add three questions that duringconfidence-based marking (CBM). before own work. attitudes required in future employment. of learners work in the same groups across a number account. ment. they must rate theiryou if they deliver This they normal feedback confidence that as the begin. submit their work for provide. This Learners Assign some marks assessment. their which would like to criteria provided by you. or what the general know about a assessment, modules. Have learners undertake regular small summative planned identify for learners what they would and on include a handoutthe confidence answer might time. feedbackis correct. The higher outlining Use learner response systems to make lectures more Ask learners, in pairs, improve. aspects they would like toto produce Model in class how you would think through and Work that carry minimal marks, with regular tasks with your learners to develop an agree- interactive. the penalty if the answertheir should do in relation to to improveon/link suggestions next time known build is shown Provide homework activities that difficulties wrong. the higher multiple-choice tests over the duration of the Require learners in groups to generate the criteria used solve exemplar problems. feedback. Ask learners to self-assesswhere roles and ment, contract or charter their own work before in-class activities to out-of-class activities. performance. cohorts supplemented by by previous learner module, their projects. to assess with feedback for the correct and Facilitate teacher-learner cover sheet with Use an assessment feedback in class through the submission and provide feedback on learning are responsibilities in assessment and this have Provide learners with mock exams so they Provide explanations. Learners are most receptive in-class learners with and work through their Ask learners to presentmodel answers for incorrect answers. use oflearners to find one or twoand Ask in-class feedback techniques. comments. questions class supported by peer examples solutions in totasks and opportunities to make self-assessmentexperience what is required foritself. opportunities to as to produce multiple-choice defined. Ask learners, in pairs,well as on the assessmenttests, for feedback encourage reflection assessment when they have just worked through summative assessment in a safe environment. of feedbackagainstshort questions on paperaat end comments that they found self-assessment. Ask learners to make with feedback for the correct and incorrect answers. Alignassessment. their learning Ask learners to tasks so their students have comparisons answer that own work. opportunitiesabout whether they have methelp useful and to practisehow these might the judgement explain provide feedback and of class. Use the results to the skills required before them with future assessments. the work is marked. estimate mark they expect. stated criteria and stimulate discussion at the next class.Adapted from the QAA Enhancement Theme: The First Year Experience - http://viewpoints.ulster.ac.uk Version 2.1Transforming assessment and feedback: enhancing integration and empowerment in the first year

Encourage interaction Good assessment and feedback practice should: Provide opportunities Deliver high quality Encourage time Clarifyact on performance good feedback to and dialogue and feedback task e ort on Help clarify what good performance is (goals, criteria, standards) Encourage interaction and dialogue around learning Deliver high quality feedback information that helps Provide opportunities to act on feedback Encourage time and effort on challenging learning tasks (to close any gap(peer and current and desired performance) between teacher-learner) learners self-correct To what extent do learners in your course have opportunities to To what extent do your assessment tasks encourage regular study Whatin and out of withare there do ratherand acted upon ways does engageextent is feedback attended and standards, before,and/or it What actively class and deep feedback dialogue learning? kind of teacher goals, criteria to than - in what by during To whatopportunities feedback for you providesurface (peerlearners, teacher-learner) aroundso, assessment task? your course? help learners if an in what ways? in andand self-assess andtasks after assessment self-correct? Adapted from the REAP principles of good formative assessment and feedback Version 2.0

Provide opportunities Good assessment and feedback practice should: Deliver high quality Encourage time Clarifyact on performance good feedback to feedback task and e ort on Help clarify what good performance is (goals, criteria, standards) Deliver high quality feedback information that helps Provide opportunities to act on feedback Encourage time and effort on challenging learning tasks (to close any gap between current and desired performance) learners self-correct To what extent do learners in your course have opportunities to To what extent do your assessment tasks encourage regular study Whatin and out of with goals,deep ratherand acted upon ways does To what actively class and criteria to than surface learning? engageextent is feedback attended and standards, before, during it kind of teacher feedback do you provide - in what by learners, help learners if so, assessment task? andand self-assess and self-correct? after an in what ways? Adapted from the REAP principles of good formative assessment and feedback Version 2.0

Priority: Clarify good performance on task Provide opportunities and dialogue Deliver high quality e to act on Encourage time and feedback feedback interaction ort Provide opportunities for limiting the word read for Reduce the the number of learners to count) and Increase size (e.g. by your opportunities Review feedback in tutorials.of academicto work the Provide clear definitions Ask learners require- Support thatlearners theto learning groups and in Use learners online multiple-choicerelation to Ensure the development of involve tests to do Explain to feedback is provided in learners Give teaching time rationale of assessment increaseproblem setsassessments. feedback resubmission of of learning tasks through the number in tutorials, where written feedbackeach learningan assessment and ments before comments on task. learningacommunities. points the classto link the on identifying action focus for future previously stated criteria, as this helps teaching and feedback and then before class techniques. (or assessments). Distribute these across the areas of identified weakness based on the results of discuss this with peers. This ensures that the feedback from you is available. module. explicit marking that might Provide the strategies criteria and be used assessments. Learners could examine formulate feedback to the expected learning outcomes. these tests. Model and is received when learners get ‘stuck’. Construct groupwork to help learners to make Before an assessment, let learners is timely performance-level definitions. learners work Make such tasks compulsorywith carry minimal these‘patchworkof criteria for complex tasks; the action points after having read to deal with difficulties and/or Encourage learners to give each other feedback on an connections. Limita number text’ -completed assessments to selected examples of a series of small, distributed, Use the assessment in relation to published criteria beforestaff marks (5/10%) to turnaround time is prompt, ideally Ensure feedback ensure learners engage but feedback comments they types. (individually written which are superior andhave received. especially extended writing tasks,why Each of identifyassignments of different where good in class. Provide opportunities for discussion and Ask learners to set tasks for each other. can also be these are complete in themselves but submission.weeks. become excessive. workload does not within two Provide online through where feedback is performance is not tasks or in groups). just ticking off each criterion but stitched together a final integrative Break up large assessment intofor an parts. Avoid releasing the grade smaller reflectionaabout criteria and standards before Encourage theinto the of peer study groups or create integrated formation task. is more about producing a holistic response. Create natural peer in a learning the projects.in a of learners engage dialogue by group learner commentary. Monitor performance and until task. in advance assessment or task provide feedback Give plenty of documented feedback Organise a workshop where learners devise, in opportunities for learners from later years to support or Structure attempting to the feedback by to has responded timeline of your module. staged way over thean assessment, e.g. a learners tasks so that learners are encouraged Ask learners to reformulate in their own words Provide learnerstheearly assessments or for Insteadfewer marksyou, correct of their own collaboration with for some answer, point Award of providing with model answers mentor learners in earlier years. synthesis. This format commenting on it. learners all where they can find the work. assessment criteria the a opportunities for allocate to marks for for final assessmentsome choicepiece ofcorrect answer. gives learners tasks andby allowing them to discuss thelearners byproblems’ list. to draw up their ‘frequently occurring asking them Empower criteria and standards expected beforehand, the documented criteria before they begin the and return to discuss progress in relationtask. Let them own work plan for a complex learning to the criteria them which patches theirpathway so thatcriteria to select to make comparisons against same the their Link modules together as include in final reflective a task. plentycould be submitted points alongside Write their of feedback to learners at theassess- Give down some action with the point at defineThis own Ask learners to attachto own specific they Ask learners to add three questions that during the project.milestones and deliverables before own work.criteria provided by you. or what learners work in the same groups across a number of account. they normal feedback you provide. This the begin. Assign some marks assessment. as ment. they submit their work for if they deliver This which the general would like to know about a assessment, modules. Have learners undertake regular small summative planned identify for learners what they would and on include a handout outlining feedback might time. Use learner response systems to make lectures more aspects they would like to improve. Model in class how you would think through and Work that carry minimal marks, with regular tasks with your learners to develop an agree- interactive. in relation to to that difficulties shown Provide homework activities improve their should do next time known build on/link suggestions Require learners in groups to generate the criteria used solve exemplar problems. feedback. Ask learners to self-assesswhere roles and ment, contract or charter their own work before in-class activities to out-of-class activities. performance. cohorts supplemented by by previous learner to assess their projects. Facilitate teacher-learner feedback in class through the submission and provide feedback on learning are responsibilities in assessment and this have Provide learners with mock exams so they Provide explanations. Learners are most receptive in-class learners with and work through their Ask learners to presentmodel answers for use oflearners to find one or two examples Ask in-class tasks and opportunities to make feedback techniques. solutions in class supported by peer comments. self-assessmentexperience what is required foritself. opportunities to as to produce multiple-choice defined. Ask learners, in pairs,well as on the assessmenttests, assessment when they have just worked through for feedback summative assessment in a safe environment. of feedbackagainstshort questions on paper at end comments that they found with feedback for the correct and incorrect answers. Alignassessment. their learning Ask learners to tasks so their students have comparisons answer that own work. opportunities to practisehow these might help useful and explain provide feedback and of class. Use the results to the skills required before the work is marked. assessments. them with future stimulate discussion at the next class.Adapted from the QAA Enhancement Theme: The First Year Experience - http://viewpoints.ulster.ac.uk Version 2.1Transforming assessment and feedback: enhancing integration and empowerment in the first year

Priority: Clarify good performance on task Provide opportunities ort Deliver high quality e to act on Encourage time and feedback feedback Provide opportunities for limiting the word work for Reduce the the numberof academicto count) and Increase size (e.g. by your learners require- Provide clear definitions of opportunities Use learners online theto involve relation to in Explain to feedback is provided in learners Give teaching time rationale of assessment Ensure thatlearners multiple-choice tests to do increaseproblem setsassessments. feedback resubmission of of learning tasks through the number in tutorials, where ments before each learning task. (or assessments). Distribute these across the identifying action pointsbased on to link the on previously stated criteria, as this helps teaching and feedback and then focus the class before a class techniques. areas of identified weakness for future results of the from you is available. This ensures that the feedback module. explicit marking that might Provide the strategies criteria and be used assessments. Learners could examine formulate feedback to the expected learning outcomes. these tests. Model and is received when learners get ‘stuck’. Before an assessment, let learners is timely performance-level definitions. learners work Make such tasks compulsorywith carry minimal these‘patchworkof criteria for complex tasks; the action points after having read to deal with difficulties and/or Limita number text’ -completed assessments to selected examples of a series of small, distributed, Use the marks (5/10%) to turnaround time is prompt, ideally Ensure feedback ensure learners engage but staff feedback comments they types. (individually written which are superior andhave received. especially extended writing tasks,why Each of identifyassignments of different where good in class. Provide opportunities for discussion and workload does not become excessive. these are complete in themselves but can also be within two weeks. Provide online through where feedback is performance is not tasks or in groups). stitched together just ticking off each criterion but a final integrative Break up large assessment intofor an parts. Avoid releasing the grade smaller reflectionaabout criteria and standards before integratedworkshop where learners devise, in is more aboutinto the task. learners engage in a learning the learner a of commentary. producing a holistic response. Monitor performance and until task. in advance assessment or task provide feedback in Give plenty of documented feedback Organise a staged way over thean the feedback by has responded to assessment, e.g. a learners attempting timeline of your module. Ask learners to reformulate in their own words Provide learnerstheearly assessments or for Insteadfewer marksyou, correct of their own collaboration with for some answer, point Award of providing with model answers commenting on it. learners all where they can find the work. assessment criteria the a opportunitiesformat allocate to marks for for final synthesis. This assessmentsome choicepiece ofcorrect answer. Empower learners byproblems’ list. to draw up their gives learners tasks andby allowing them to for ‘frequently occurring asking them the documented criteria before they begin the own work plan for a complex learning task. Let them them which patches their own in final that they to select to make comparisons against their to include specific criteria reflective task. plentycouldmilestones andwith thealongside defineThis own be submitted points assess- Write their of feedback to learners at the point at Give down some action deliverables before Ask learners to add Ask learners to attach three questions they normal feedback you provide. This own work.criteria provided by you. or what account. the begin. Assign some marks assessment. as ment. they submit their work for if they deliver This which the general would like to know about a assessment, planned identify for learners what they would and on include a handout outlining feedback might time. aspects they would like toregular small summative Have learners undertake improve. Model in class how you would think through and Work that carry minimal marks, with regular tasks with your learners to develop an agree- should do in relation to to improveon/link suggestions next time known build their Provide homework activities that difficulties shown solve exemplar problems. feedback. Ask learners to self-assesswhere roles and in-class activities to out-of-class activities. ment, contract or charter their own work before performance. cohorts supplemented by by previous learner submission and provide feedback on learning are responsibilities in assessment and this have Provide learners with mock exams so they Provide explanations. Learners are most receptive in-class learners with and work through their Ask learners to presentmodel answers for solutions in classto and opportunities to make Ask learners supported by or two examples find one peer comments. self-assessmentexperience on the assessment itself. opportunities to as well as what is required for defined. assessment when they have just worked through for feedback tasks summative assessment in a safe environment. of feedbackagainst their own work. found comments that they Alignassessment. their learning comparisons tasks so that students have opportunities to practisehow these might help useful and explain the skills required before the work is marked. assessments. them with futureAdapted from the QAA Enhancement Theme: The First Year Experience - http://viewpoints.ulster.ac.uk Version 2.1Transforming assessment and feedback: enhancing integration and empowerment in the first year

 Deliver high quality Good assessment and feedback practice should: Encourage time Clarify good performance and feedback task e ort on Help clarify what good performance is (goals, criteria, standards) Deliver high quality feedback information that helps Encourage time and effort on challenging learning tasks learners self-correct To what extent do learners in your course have opportunities to To what extent do your assessment tasks encourage regular study engage actively with goals, criteria and standards, before, during it Whatin and out of class and deep rather than surface learning? kind of teacher feedback do you provide - in what ways does and after an assessment task? help learners self-assess and self-correct? Adapted from the REAP principles of good formative assessment and feedback Version 2.0

 Good assessment and feedback practice should: Encourage timeClarify good performance and e ort on task Help clarify what good performance is (goals, criteria, standards) Encourage time and effort on challenging learning tasks To what extent do learners in your course have opportunities to To what extent do your assessment tasks encourage regular study engage actively with goals, criteria and standards, before, during in and out of class and deep rather than surface learning? and after an assessment task?Adapted from the REAP principles of good formative assessment and feedback Version 2.0

Priority: Clarify good performance on task Deliver high quality e ort Encourage time and feedback Provide opportunities for limiting the word work and Provide clear definitions of academic require- Reduce the size (e.g. by your learners to count) Explain to feedback is rationale oftests to do Give learners online multiple-choice assessment Ensure thatlearners the provided in relation to increaseproblem setsof learning tasks feedback through the number in tutorials, where ments before each learning task. previously stated criteria, as this helps to link the on and feedback and then focus the class teaching before a class techniques. (or assessments). Distribute these across the areas of identified weakness based on the results of from you is available. This ensures that the feedback feedback to the expected learning outcomes. module. Provide explicit marking criteria and these tests. Before an assessment, let learners examine is timely and is received when learners get ‘stuck’. performance-level definitions. Make such tasks compulsory and/or carry minimal selected number text’ -completed assessments to Use the examples of a series of small, distributed, Limita ‘patchworkof criteria for complex tasks; marks (5/10%) to turnaround time is prompt, ideally Ensure feedback ensure learners engage but staff identifyassignments of different types. Each of written which are superior and where good especially extended writing tasks,why (individually Provide opportunities for discussion and workload does not become excessive. these are complete in themselves but can also be within two weeks. or in groups). performance is not just ticking off each criterion but stitched together through a final integrative reflectionaabout criteria and standards before Break up large assessment into smaller parts. is more about producing a holistic response. commentary. learners engage in a learning task. in advance of Give plenty of documented feedback Monitor performance and provide feedback in a Organise a workshop where learners devise, in staged way over thean assessment, e.g. a learners attempting timeline of your module. Insteadfewer marksyou, correct of their own collaboration with for early assessments or Award of providing the some answer, point Ask learners to reformulate in their own words Empower learners byproblems’ list. to draw up their ‘frequently occurring asking them learners all where they can piece ofcorrect answer. assessment criteria the a find the work. allocate to marks for for final synthesis. This format the documented criteria before they begin the gives learners some choice by allowing them to own work plan for a complex learning task. Let them task. plentycouldmilestones andwith the assess- defineThis own be submitted deliverables before Give their of feedback to learners at the point at Ask learners patches their own in final that they to Ask learnersto attachto include specific criteria select which to add three questions reflective account. ment. they submit their work for if they deliver This they begin. Assign some marks assessment. as which would like to criteria provided by you. or what the general know about a assessment, planned and on include a handout outlining feedback might time. aspects they would like toregular small summative Have learners undertake improve. Model in class how you would think through and Work that carry minimal marks, with regular tasks with your learners to develop an agree- Provide homework activities that difficulties shown suggestions in relation to known build on/link solve exemplar problems. feedback. Ask learners to self-assesswhere roles and ment, contract or charter their own work before in-class activities to cohorts supplemented by by previous learner out-of-class activities. submission and provide feedback on learning are responsibilities in assessment and this have Provide learners with mock exams so they Provide explanations. Learners are most receptive in-class learners with and work through their Ask learners to presentmodel answers for solutions in class supported by peer comments. self-assessmentexperience on the assessment itself. opportunities to as well as what is required for defined. assessment when they have just worked through for feedback tasks and opportunities to make summative assessment in a safe environment. Alignassessment. their learning against that own work. comparisons tasks so their students have opportunities to practise the skills required before the work is marked.Adapted from the QAA Enhancement Theme: The First Year Experience - http://viewpoints.ulster.ac.uk Version 2.1Transforming assessment and feedback: enhancing integration and empowerment in the first year

Priority: Clarify good performance on task Encourage time and e ort Provide the size (e.g. by limiting the word count) and Reduce clear definitions of academic require- Explain to learners the rationale oftests to do Give learners online multiple-choice assessment increase the number of learning tasks ments before each learning task. and feedback and then focus the class teaching on before a class techniques. (or assessments). Distribute these across the areas of identified weakness based on the results of module. Provide explicit marking criteria and these tests. Before an assessment, let learners examine performance-level definitions. Make such tasks compulsory and/or carry minimal selected examples of-completed assessments to Use a ‘patchwork text’ a series of small, distributed, marks (5/10%) to ensure learners engage but staff identifyassignments of different types. (individually written which are superior and why Each of Provide opportunities for discussion and workload does not become excessive. these are complete in themselves but can also be or in groups). stitched together through a final integrative reflectionaabout criteria and standards before Break up large assessment into smaller parts. learners engage in a learning task. commentary. Organise a workshop where learners devise, in Monitor performance and provide feedback in a staged way over the timeline of your module. collaborationmarksyou, some of their own Award fewer with for early assessments or Ask learners to reformulate in their own words Empower learners by asking them to draw up their assessment criteria the a piece of work. allocate all marks for for final synthesis. This format the documented criteria before they begin the gives learners some choice by allowing them to own work plan for a complex learning task. Let them task. This couldmilestones andwith the assess- define their own be submitted deliverables before Ask learnerspatches their own in final reflective to select which to add to include specific criteria account. ment. they begin. Assign some marks if they deliver as the general criteria provided by you. planned and on time. Have learners undertake regular small summative Model in class how you would think through and Work that carry minimal marks, with regular tasks with your learners to develop an agree- Provide homework activities that build on/link solve exemplar problems. feedback. ment, contract or charter where roles and in-class activities to out-of-class activities. responsibilities in assessment and learning are Provide learners with mock exams so they have Provide learners with model answers for Ask learners to present and work through their opportunities to experience what is required for solutions in class supported by peer comments. defined. assessment tasks and opportunities to make summative assessment in a safe environment. comparisons tasks so their students have Align learning against that own work. opportunities to practise the skills required before the work is marked.Adapted from the QAA Enhancement Theme: The First Year Experience - http://viewpoints.ulster.ac.uk Version 2.1Transforming assessment and feedback: enhancing integration and empowerment in the first year

 Good assessment and feedback practice should:Clarify good performance Help clarify what good performance is (goals, criteria, standards) To what extent do learners in your course have opportunities to engage actively with goals, criteria and standards, before, during and after an assessment task?Adapted from the REAP principles of good formative assessment and feedback Version 2.0

 Good assessment and feedback practice should:Adapted from the REAP principles of good formative assessment and feedback Version 2.0

Priority: Clarify good performance Provide clear definitions of academic require- Explain to learners the rationale of assessment ments before each learning task. and feedback techniques. Provide explicit marking criteria and Before an assessment, let learners examine performance-level definitions. selected examples of completed assessments to identify which are superior and why (individually Provide opportunities for discussion and or in groups). reflection about criteria and standards before learners engage in a learning task. Organise a workshop where learners devise, in collaboration with you, some of their own Ask learners to reformulate in their own words assessment criteria for a piece of work. the documented criteria before they begin the task. This could be submitted with the assess- Ask learners to add their own specific criteria to ment. the general criteria provided by you. Model in class how you would think through and Work with your learners to develop an agree- solve exemplar problems. ment, contract or charter where roles and responsibilities in assessment and learning are Provide learners with model answers for defined. assessment tasks and opportunities to make comparisons against their own work.Adapted from the QAA Enhancement Theme: The First Year Experience - http://viewpoints.ulster.ac.uk Version 2.1Transforming assessment and feedback: enhancing integration and empowerment in the first year

Priority:Adapted from the QAA Enhancement Theme: The First Year Experience - http://viewpoints.ulster.ac.uk Version 2.1Transforming assessment and feedback: enhancing integration and empowerment in the first year

Assessment and Feedback printable cards

by Viewpoints, University of Ulster on Mar 22, 2011

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Assessment and Feedback printable cards — Presentation Transcript