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Closing the feedback loop

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University of Strathclyde
University of Strathclyde

Closing the feedback loop - Peter Harley

Education
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Assessment & feedback: rediscovering that the feedback loop works! Peter Hartley, University of Bradford [email_address] http :// www.brad.ac.uk /educational-development/ aboutus / team/Full_details_27414_en.php
This input ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Assessment is a problem: feedback is just part of it. ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
An example to start … ,[object Object],[object Object]
The meaning of feedback ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Assessment: multi-purpose & multi-audience
Example 1: audio ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
ASEL main conclusion ,[object Object]
 
Example 2: audio and video ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Example 3: clickers are coming ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Example 3: clickers are coming ,[object Object],[object Object],[object Object],[object Object]
Example 4: adaptive systems ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Example 5a: integrating systems: CAA ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The main CAA room at Bradford
And the growth …
Example 5b: integrating applications ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Where to go next? ,[object Object],[object Object],[object Object],[object Object]
Programme-based assessment: PASS ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
TESTA project ,[object Object],[object Object],[object Object],[object Object],[object Object]
Assessment environment and impact ,[object Object],[object Object],[object Object],[object Object],[object Object]
The need for strategy ,[object Object],[object Object],[object Object]
The need for strategy ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Typical student concerns (based on PASS) ,[object Object],[object Object],[object Object],[object Object]
An example from PASS: Peninsula Medical School ,[object Object],[object Object],[object Object]
Will PBA be the ‘effective assessment strategy’
And finally …assessment/ identity interface ,[object Object],[object Object],[object Object],[object Object],[object Object]
And finally finally … some other contacts ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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Closing the feedback loop

  • 1. Assessment & feedback: rediscovering that the feedback loop works! Peter Hartley, University of Bradford [email_address] http :// www.brad.ac.uk /educational-development/ aboutus / team/Full_details_27414_en.php
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Editor's Notes

  1. Intro – feedback as continuous correction and the feedback loop Examples Audio – reflect on personal concept map Vid – alt epigeum winner from 2010 Clickers – exeter business school Adaptive – Access – CAA at bradford Mobile – campusM/txttools? Are these the way forward To go next – take examples from the PASS and TESTA projects Bring out the implications of RH work on student identity and mindset – reactions to feedback may be a symptom and not a cause. PASS
  2. 04/02/11
  3. 04/02/11