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Glasgow feedback v1

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University of Strathclyde
University of Strathclyde
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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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Glasgow feedback v1

  • 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
  • 2.
  • 3.
  • 4.
  • 5.
  • 7.
  • 8.
  • 9.  
  • 10.
  • 11.
  • 12.
  • 13.
  • 14.
  • 15. The main CAA room at Bradford
  • 17.
  • 18.
  • 19.
  • 20.
  • 21.
  • 22.
  • 23.
  • 24.
  • 25.
  • 26. Will PBA be the ‘effective assessment strategy’
  • 27.
  • 28.

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. 03/02/11
  3. 03/02/11