Assessment is an integral part of the teaching and learning process. Students tend to work harder when grading is involved, which can consequently cause anxiety and stress. However, assessment should not only be about the grade awarded but also about providing feedback which aims to identify strengths and areas of improvement. Assessment can refer to the measurement of students’ learning when addressing a task (summative assessment). It can also evaluate understanding during instruction for the purpose of learning (formative assessment). Although both types of assessment differ in their meaning and purpose, formative assessment enhances learning and better prepares students for summative assessment. In this recording, Kari Qasem looks at how to best incorporate formative assessments in teaching. She also highlights the benefits of this type of assessment in helping students achieve learning goals and in assisting teachers with post-marking feedback.

1. ALLPPT.com _ Free PowerPoint Templates, Diagrams and Charts
Kari Qasem
24/4/2018
Assessment & Feedback

2. Assessment
Activity 1.1
Take a few minutes to think about your worst
assessment experience as a student and your
best assessment experience as a student.
 What made that experience good or bad?

3. Challenge: How can I make final assessment less
traumatising?
“They learn what
they think they will
be assessed on.” –
Paul Ramsden
Teaching for learning
vs teaching for
assessment
Answer = Formative
assessment

4. Goal & purpose
Formative Assessment
• Generates & enhances the
learning of some skills
• Prepares for assessed
assignments
• Builds confidence
• Ensures understanding of
process, requirements
• Emphasises expectations of
final product
• Reduces Failure rate
Summative Assessment
• Last stage in the process of
learning
• Checks the mastery of
certain skills, understanding
of genre etc.
• Measures learning

5. How Formative Assessment
supports learning!
Learning
Captures expectations
of time and effort
Authentic: engages
students in a
productive learning
activity of an
appropriate kind
Relevant, appropriate,
timely feedback that
improves skills

6. How I prepare my students for an
assessment
Orientation of task, time & effort
(positive & supportive environment)
Connect with future studies/career
Start each lesson outlining the main points
to be covered and tie them to the final
product
Formative Assessment 1
a. Students attempt to analyse marking
criteria in groups
b. Whole class agreement on elements
that make a good assignment
1. Students analyse a model and
answer questions
2. Students assess the given model
based on the marking criteria
formative assessment 2
Regular with immediate verbal/written
feedback
Personal support on Moodle, email,
messenger groups, study hour
Outline & draft checking

7. Formative
Assessment
Types of tasks
• Checking understanding
and matching
expectations
• Concept checking
questions
• Critical thinking &
reading tasks
• Reflection questions
• Group discussions
• Peer/teacher
conferencing
Analysis of
marking criteria,
previous student
work and
assessment –
Group & pair
work
Breaking into
elements using
highlighters /
topic analysis
sequencing &
matching using
cut-ups
Sticky notes
Answers
Creative
stations /
group
presentation
Popplet –
mind
mapping/
ideas
organiser
Kahoot
quiz/
jumble
Cram
quizzes and
games
Socrative
Moodle
Quizzes, Lessons,
workshop
Padlet
Google docs

8. Feedback-
Pre & Post summative assessment
Purpose
1. Confidence building
2. Performance improvement
3. Identifies strengths & weaknesses
4. Correction of errors
5. Aids intellectual achievement
6. Clarification & accountability of grade
7. Enhances the quality of student’s educational experience

9. Providing Feedback
a) What makes up good feedback? What is important
for you when giving feedback?
b) What challenges/ frustration do you have when
providing feedback?

10. Feedback
Principles of good feedback (Nicol & McFarlane-Dick 2005)
 It clarifies what good performance is
 Facilitates self-regulated learning
 Delivers high quality information
 Encourages dialogue
 Is motivating
 Closes the gap between current & desired performances

11. Feedback
The principles that are important for me
 Feedback should engage students in a meaningful conversation
about their work  students have a proactive role  feedback
has to be clear and focused (not overwhelming & demotivating),
easy to decipher and decode
 Has to refer back to criteria that was clarified and explained prior
to assignment submission  students’ perception match given
feedback
 Has to include both positive and constructive comments- should
highlight issues but offer corrective advice and also gives praise
 individualised  include other ways besides the marking
sheet

12. Feedback
Challenges I find significant
 Time consuming & big classes / individualising feedback
 Using marking sheets & rubrics
 Students who ignore and don’t relate to the feedback
 Tone/ quantity and balance between positive & negative
comments

13. Feedback
Some suggestions
If marking online, have a bank of comments an
d correction codes
Share the load of marking with your co-teacher
so feedback is given on time
Have group post-feedback discussions
Make sure the tone is non-judgemental,
non-authoritative and offers advice
Limit the amount of comments by focusing on
certain areas for improvements
Make comments personal
Make sure students understand that feedback is
an evaluation of their work not of them
Increase feedback when conferencing drafts to
minimise the need for lots of comments on the
final one.