Assessing for Learning<br />Assessment and Feedback Methods<br />Phil Carey Faculty of Health<br />Clare Milsom Academic E...
Outcomes<br />Recognise the importance of assessment to the learning process<br />Identify the key components and principl...
Why is assessment so important?<br />Assessment has a major influence on:<br />what students learn<br />	how we teach<br /...
Teaching teaching and understanding understanding<br />19-minute award-winning short-film about teaching at University: ((...
Constructive alignment (Biggs 1999)<br />Learner constructs their own learning through learning activities<br />‘High leve...
Structure of the Observed Learning Outcomes (Biggs and Collis 1982)<br />SOLO taxonomy<br />
Bloom’s revised taxonomy <br />(Anderson and Krathwohl 2001)<br />
All learning outcomes include:<br />Verb, content, context<br />
What’s wrong here?<br />Identify the key constitutional structures of the European Union and critically analyse the origin...
‘Mirror’ student year 1 and year 2 surveys<br />
Student views of feedback<br />National Student Survey results for the UK<br />* Universities across the sector underperfo...
Institutional survey on student views of feedback<br />(Carey, Milsom, Brooman & Jubb, 2010)<br />Method: anonymous questi...
Distribution (n=1409)<br />
How quickly do students expect their feedback? <br />Science students want their feedback more quickly<br />(p < 0.001)<br...
  85% got feedback at the same time or after they were given marks</li></li></ul><li>Student views on the  standard of fee...
Ranked usefulness of feedback methods<br />One-to-one discussion with module staff<br />One-to-one discussion with persona...
The influence of faculty<br />Science students rated the following less useful than others did:<br />One-to-one discussion...
The impact of the ‘engaged student’<br />Analysis assumes collection of work as an indicator of engagement<br />42% strong...
What do students tell us that they want?<br />Overall students appear fairly satisfied, but…<br />Want more opportunities ...
What should we do?<br />Manage expectations<br />Enhance student engagement with the assessment & feedback process<br />Re...
NEXT WEEK<br />Prepare for discussion of assessment method rationale with peer learning groups<br />Identify assessment me...
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Pg cert lthe assessment 2011 slideshare version

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Pg cert lthe assessment 2011 slideshare version

  1. 1. Assessing for Learning<br />Assessment and Feedback Methods<br />Phil Carey Faculty of Health<br />Clare Milsom Academic Enhancement Unit<br />
  2. 2. Outcomes<br />Recognise the importance of assessment to the learning process<br />Identify the key components and principles of the assessment process<br />Reflect on and critically evaluate a range of assessment and feedback methods<br />Schedule<br />0930 – 0950 Assessment in context of constructive alignment<br />0950 – 1030 Activity: alignment of outcomes, teaching methods and assessment tasks.<br />1030 – 1045 Break<br />1045 – 1115 Introduction to e-resources<br />1115 – 1230 Feedback (with short break)<br />
  3. 3. Why is assessment so important?<br />Assessment has a major influence on:<br />what students learn<br /> how we teach<br /> how students organise their studies<br /> how individuals are able to progress<br />2. Staff and students spend more time on assessment than on anything else<br />“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)<br />
  4. 4.
  5. 5. Teaching teaching and understanding understanding<br />19-minute award-winning short-film about teaching at University: ((( http://www.daimi.au.dk/~brabrand/short-film/ )))<br />Students take responsibility for their learning. ‘Deep’ rather than ‘surface approach’<br />
  6. 6.
  7. 7. Constructive alignment (Biggs 1999)<br />Learner constructs their own learning through learning activities<br />‘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)<br />
  8. 8. Structure of the Observed Learning Outcomes (Biggs and Collis 1982)<br />SOLO taxonomy<br />
  9. 9. Bloom’s revised taxonomy <br />(Anderson and Krathwohl 2001)<br />
  10. 10. All learning outcomes include:<br />Verb, content, context<br />
  11. 11. What’s wrong here?<br />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.<br />Recall the fundamental structural, mechanical and electrical engineering.<br />Write a report on the decontamination of reclaimed land.<br />Explore global provision of emergency healthcare <br />State the six categories of Bloom’s taxonomy.<br />
  12. 12. ‘Mirror’ student year 1 and year 2 surveys<br />
  13. 13. Student views of feedback<br />National Student Survey results for the UK<br />* Universities across the sector underperforms in assessment & feedback<br />
  14. 14. Institutional survey on student views of feedback<br />(Carey, Milsom, Brooman & Jubb, 2010)<br />Method: anonymous questionnaire <br />Focus of questionnaire: <br />Student experience of assessment feedback<br />Student expectations of assessment feedback<br />Utility/value of different feedback types<br />Questionnaire designed and tested in February 2008<br />Disseminated to undergraduatestudents in four Faculties in March 2008:<br />Business & Law<br />Media, Arts & Social Science<br />Science<br />Health & Applied Social Sciences <br />(only those undertaking a professional qualification)<br />
  15. 15. Distribution (n=1409)<br />
  16. 16. How quickly do students expect their feedback? <br />Science students want their feedback more quickly<br />(p < 0.001)<br /><ul><li>Nearly half (46%) waited for more than 4 weeks for feedback
  17. 17. 85% got feedback at the same time or after they were given marks</li></li></ul><li>Student views on the standard of feedback they receive<br />Marking criteria <br />Informed about criteria - 80% agreement <br />Understood criteria - 72% agreement<br />Standards and fairness<br />Confident of fairness - 76% agreement <br />Marking is accurate - 68% agreement<br />Effect on learning <br />Clarified understanding - 59% agreement<br />Helped future performance - 57% agreement <br />
  18. 18. Ranked usefulness of feedback methods<br />One-to-one discussion with module staff<br />One-to-one discussion with personal tutor<br />Written comments on feedback sheet<br />Annotations on scripts<br />Individual email with specific comments*<br />General feedback to whole class<br />Feedback in work placements*<br />Group email with general comments*<br />Tick-box assessment sheets<br />Feedback from other students*<br />* Low reported experience of this method<br />
  19. 19. The influence of faculty<br />Science students rated the following less useful than others did:<br />One-to-one discussion with module staff (p<0.000)<br />One-to-one discussion with personal tutor (p<0.000)<br />Health Students rated the following more useful than others did:<br />Individual email with specific comment (p<0.000)<br />Feedback in work placements (p<0.000)<br />Tick-box assessment sheets (p<0.000)<br />Feedback from other students (p<0.000)<br />
  20. 20. The impact of the ‘engaged student’<br />Analysis assumes collection of work as an indicator of engagement<br />42% strongly agreed with the statement “I collect marked work as soon as it is available” <br />Association between this and:<br />understanding criteria (p<0.001)<br />being informed (p<0.05)<br />believing marks reflects standards (p<0.001)<br />
  21. 21. What do students tell us that they want?<br />Overall students appear fairly satisfied, but…<br />Want more opportunities for one-to-one feedback<br />Prefer easy to access modes of feedback<br />Students are somewhat conservative – <br />less interest in peer assessment or group feedback <br />a result of limited experience?<br />less interest in feedback related to work-based learning<br />implications for graduate employability<br />REMEMBER<br />Assessment for students is a personal event, but…<br />…staff view assessment in terms of groups of students<br />
  22. 22. What should we do?<br />Manage expectations<br />Enhance student engagement with the assessment & feedback process<br />Reinforce notions of student’s own responsibility <br />Consider disciplinary difference in assessment & feedback mechanisms.<br />Resist excessive centralisation of feedback mechanisms <br />Avoid innovation for the sake of innovation<br />Recognise the importance of training and experience for mastery and confidence in assessment methods<br />
  23. 23. NEXT WEEK<br />Prepare for discussion of assessment method rationale with peer learning groups<br />Identify assessment method<br />Consider alignment with learning outcomes <br />Think about the students’ skills level for this technique<br />Explore issues of equality and diversity<br />Look at compliance with university policy<br />Identify appropriate feedback mechanisms<br />

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