CoreSep11: assessment_and_feedback


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CoreSep11: assessment_and_feedback

  1. 1. add the assessment approaches you haveused/are currently usingto our tree on the flipchart assessment and feedback PGCAP, LTHE module 1
  2. 2. Intended Learning Outcomes• to participate and collaborate in small group PBL• • to identify and critically analyse issues linked to the given PBL triggers• • to present findings to another team 2
  3. 3. So what is Problem-Based Learning? An introduction 3
  4. 4. 50-50 Why do we Why do students assess? want feedback?4
  5. 5. About assessment “There is too much emphasis in higher education on summative assessment […] a shift away from the „testing‟ and judgement culture associated with summative assessment would alter the learning environment in higher education and provide positive student learning opportunities, encourage dialogue between teachers and students (and between students and students), enhance the learning experience, provide motivation for students by moving towards a formative assessment ethos and allow students to take responsibility and ownership for their learning and education.” (Irons, 2008, 8) What does this mean for your practice? How can Irons‟ approach be implemented? Capture your thoughts on sticky notes and swap. Discuss. 5
  6. 6. PBL trigger assessment and feedback6
  7. 7. PBL trigger(part 1) “Just finished marking 150 essays, the one and only assignment for this challenging module.Can’t understand why students don’t do well! Is one essay too much? I have been using this essay title forthe last 10 years – I love it! – and students just don’t seem to engage with it, not even the brighter ones,which is really strange!I have given the students an extensive reading list and during the lectures I always tell them that they canask me if they don’t understand something. Not sure what I am doing wrong… Students have nevercomplained about anything and the module evaluation is always positive.They had a whole month to write the essay… but I know that many just do it a few days before thehanding in date. At least they hand it in I guess.(part 2) Writing feedback is hard work too! I don’t know these people. I see them 2h a week over 10weeks and there are 150 of them in the lecture theatre. I find it really time consuming and am not sure ifthey read it. Am I wasting my time?”Please investigate the above carefully. Identify possible problems, then define your learning outcomes. Carry out research to resolve the issues identified.You will be asked to present your findings to another group and engage in a conversation about these.Please work together and apply the 5-stage PBL model in your investigation. Please remember that you will be working together. Co-ordinate teamactivities and assign roles, such as chair, reader, scribe and timekeeper. Check out the PBL roles tab to see what each role involves.A PBL facilitator will help you to get started. Please also access the PBL resources to familiarise yourself further with PBL and ask your facilitator if you areunsure about something.You are welcome to use some of the resources made available. 7
  8. 8. From when…Types of assessment … to why Formative: during module,  High-stakes and Low-stakes forward looking, should (Knight, 2002) change our teaching, aims to improve learning –  Assessment as a communicative assessment FOR learning. practice, sense-making and claim-making Summative: end of module, measurement /grading /  Authentic assessment competence – assessment OF learning  (portfolios)  “Not everything that can be counted counts, and not everything that counts can be counted. ” Einstein 10
  9. 9. Think: What is it you want to assess?Is it product or process that is to be assessed?Is it specific subject knowledge… or is it how well students can use information?Is it individual effort or team effort that is to be assessed?Is it teaching or learning that is to be assessed?Is assessment ….formative or summative? Brown, S., Race, P. and Smith, B. 1996: 18-19Are you promoting a deep or surface approach to learning?Are you encouraging learners to be strategic?Who is assessing, how and why?Can technology be used? 11
  10. 10. Good Practice? Avoid  Generic assessment questions  repeating the same questions / task every year  bunching all assignments at the end of the semester  setting tasks that require information that is easily obtained from Google searches. Do  personalised tasks  collaborative tasks  self- and peer assessment and feedback opportunities (benefits/challenges?)  performance assessment  reflection  real-life & contemporary situations 12
  11. 11. Create…• … a portrait of the person who is sitting next to you• Show portrait to the person you created• Person on the portrait to provide feedback to the artist 13
  12. 12. Feedback, the student voice (HEA clip) watch „n‟ discuss splay?type=resources&newid=resource_database/audioandvideo/assessm ent_and_feedback_student_views&site=york14
  13. 13. The seven principles of goodfeedback practice1. Facilitates the development of self–assessment (reflection) in learning.2. Encourages teacher and peer dialogue around learning.3. Helps clarify what good performance is.4. Provides opportunities to close the gap between current and desired performance.5. Delivers high quality information to students about their learning.6. Encourages positive motivational beliefs and self-esteem.7. Provides information to teachers that can be used to help shape teaching. Juwah 15
  14. 14. Feedback• tutor > individual student• tutor > group of students• student A > student A (self-evaluation)• student A > student B• students > students(usually called evaluation)• student > tutor• students > tutor• Use technology? 16
  15. 15. The OU Feedback Sandwich Clear something... Specific ... positive – to improve - positive Constructive Personal Honest Make it fresh! Kind Feed-forward Keep filling straightforward aim for a balance of tastes 17
  16. 16. Let’s try this“Solange arrives at her English university. She is a keen student and wants to do well. After a fewweeks, she is asked to write an assignment. When she sits at ther computer, she find that she canonly think of the complex ideas she has grappled with on the course in her mother tongue, whichis not English. It is an enormous strain to write these ideas and she cannot think directly inEnglish. She has to translate her thoughts one by one. When she gets the essay back, she isextremely disappointed with her mark. She is used to excellent results. Some of the feedbackrelates to her use of English and is very discouraging. Her tutor has written:„There are hints of some interesting ideas in this essay but they are often difficult to understandbecause you do not express them clearly. Please check your English carefully before you hand inyour work There are too many errors here.‟” (Duhs, 2010, 6)Discuss the feedback. Try to redraft it so that it feeds forwardand helps Solange to feel less apprehensive about her next essay. 18
  17. 17. Feeding back to your peers Access an e-portfolio Pick a reflection Use the assessment criteria and attainment descriptors (see the module guide or PGCAP handbook) Provide feedback (insert your comments directly to the e-portfolio) 19
  18. 18. Current feedback practiceWhat kind of feedback doyour students receive?When does it occur in thelearning process?What methods do youuse?How often?What feedback do you getabout providingfeedback?What other methodscould you try?What are you going totry?21
  19. 19. 1 min paper What are the 3 things you are taking away today? 22
  20. 20. References 1Biggs, J. (1999) Teaching for Quality Learning at University SRHE/OUPBloom, B.S. et al, Taxonomy of Educational Objectives: Cognitive Domain New York: McKayBloxham, S. & Boyd, P. (2007) Developing Effective Assessment in Higher Education, Open University Press: MaidenheadBoud (2010) Keynote, University of Salford Assessment and Feedback Good Practice event, 6 July 2010Brown, S., Race, P. and Smith, B. (1996) 500 Tips on Assessment. London: Kogan PageButcher et al (2006) Designing Learning. From module outline to effective teaching, Oxon: RoutledgeDuhs, R. (2010) „Please, no exam”‟ Assessment strategies for international students, in: SEDA Educational Developments, Issue 11.4, Dec, pp.3-6Earl, L.M. (2003) Assessment as Learning, Thousand Oaks: Corwin Press.Gibbs, G. and Simpson, C. (2004) Conditions under which assessment supports students‟ learning. Learning and Teaching in Higher Education,vol. 1. pp.1-31Irons, A. (2008) Enhancing Learning through formative assessment and feedback, Oxon: Routledge. 23
  21. 21. References 2Juwah, C. (2004) Enhancing student learning througheffective formative feedback. HEA. At, P. T. (2002) Summative assessment and higher education:practices in disarray, in: Studies in Higher Education, 27, 3, pp.275-286.Price (2007) „Should we be giving less written feedback?‟ inCentre for Biosciences Bulletin Autumn 2007, HEASchofield, M. (2010) “Taking the „ass‟ out of assessment”[keynote], First level assessment project conference, 16th June2010, LeedsMet university 24
  22. 22. assessment and feedback extras25
  23. 23. How? Criteria referenced  Norm-referencedCriteria DescriptionCompetence and Your e-portfolio mustengagement within demonstrate competencean area(s) of in a specific area ofrelevance to the relevance to the module.module (and, as You must also show howappropriate, to the you are engaging with theUK Professional areas of activity, coreStandards knowledge andFramework) professional values of the UK PSF. 26
  24. 24. Subject differences605040 1st30 2.1 2.2 3rd20 Unclassified10 0 Maths Physical Biological Humanities Business Law Sciences Sciences• Yorke, M. (2000) Grading: The subject dimension, 27
  25. 25. … and Marks for coursework are usually higher than marks for exams, most notably in biology, business, computing & law. Bridges (2000) Relative performance in coursework and examinations, 28
  26. 26. Self- and peer-assessment• Learners need training in order to benefit – Exposing their own work to others – Being critical of others – Seeing benefit for effort – Understanding standards required• Skills needed by graduates for working and learning lives – Self-efficacy – Metacognition• Potential to minimise staff costs/time (efficiency) 29
  27. 27. flashcards30
  28. 28. “There is nothing more powerful ininfluencing what our students do, howthey do it and what they learn thanwhat we do in assessment & feedback”(Boud, 2010)31
  29. 29. “Assessment is not something bolted on to the end ofthe course as an afterthought, merely measuring thelearning after it took place.”Butcher et al (2006) Designing Learning. From module outline to effective teaching, Oxon: Routledge, p. 9332
  30. 30. “The dialogic feedback system puts the students at the centre of learning, providing them with a series of opportunities to act on feedback.” (Duhs, 2010, 5)33
  31. 31. “Non-authentic assessments produce non-authentic curriculum, regardless of what thevalidated curriculum claims. This is serious in systems mandated to evoke complex studentlearning, as when governments expect universities to develop four dimensions of employabilityin students; namely, subject understanding, skills, robust self-theories and re• ective ormetacognitive casts of mind. There is a real danger that the frustrations of trying to assesssuch accomplishments in reliable ways will lead to the use of national, content-free tests, suchas American College Test (ACT), Graduate Record Examination (GRE) and GraduateManagement Admissions Test (GMAT), as proxies for sound authentic assessment. Notonly is their predictive validity in doubt (Sternberg, 1997), but if students concentrate onbecoming test-smart, the tests‟ consequential validity decreases because they actually distractstudents from the curriculum designed to teach those things that the tests claim to measureby proxy.”(Knight, 2002, p. 281) 34
  32. 32. image created at Images of Wordles are licensed (cc)
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