Assessment and Feedback printable cards

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This is a PDF printable booklet of the Assessment and Feedback cards, for use in Viewpoints curriculum design workshops where staff are considering the theme of learner engagement in their modules/courses.

When printing these, print two to a page and double-sided and then cut out cards to size.

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Assessment and Feedback printable cards

  1. 1. Encourage interaction Good assessment and feedback practice should: Deliver high shape Inform and quality Provide opportunities Encourage positive Encourage time Develop self-assessment Clarifyassessmenttask Give your dialogue good performance choice and re ection teaching motivational beliefs to act on feedback and feedback e ort on HelpProvidewhat the opportunitiesdialogue around learning GiveEncouragegood developmentcriteria, feedbackhelps Encourage positive motivationalthat on weighting to help clarify Provide topic, feedback is (goals,be used or timing Deliver high the performance information that standards) choice in interaction and to of self-assessment Facilitate quality method, act canand self-esteem information to teachers beliefs criteria, Encourage time and effort on challenging learning tasks (to close any gap(peerreflectionteaching between current learning and of assessments desired performance) learners self-correct shape teacher-learner) and the in and To what extent do learners in your course have opportunities to To what extent do your assessments and feedback processes To what extent do your assessment tasks encourage regular study WhatTo andextent feedback attended opportunities forsuccessful? ToToin what teacher learnerscriteria andandacted upon ways does engageextent islearnersthere do you provide - inbe before,and/or it What opportunities feedback for ratherlearndialogue reflection, To kindactively do your motivation to and feedback(peerlearners, activate extent withare assessments standards, processes what your class and deep feedback the topics, by during what out of do goals, have choice in and what methods, what of extent are there formal than surface learning? criteria, self-assessment andso, assessment task? your course? teacher-learner) aroundan of assessment tasks course?course? andand shape your teaching? after assessment self-correct? weighting inform orifpeer in what ways? your in your help learners self-assess andtasks in and/or timing assessment in Adapted from the REAP principles of good formative assessment and feedback Version 2.0
  2. 2. Encourage interaction Good assessment and feedback practice should: Provide opportunities Deliver high quality Encourage positive Encourage time Develop self-assessment Clarifyassessmenttask Give act on performance good feedback to and dialoguechoice motivational beliefs and feedback e re ection ort on HelpEncourage positive motivationalis (goals, criteria, or timing GiveEncouragethe opportunitiesdialogue around learning clarify what good developmentcriteria, feedbackhelps Deliver high the performance information that standards) choice in interaction and to of self-assessment Facilitate quality feedback act on weighting Provide topic, method, beliefs and self-esteem Encourage time and effort on challenging learning tasks (to close any gap(peerreflection in learning between current and desired performance) and of assessments learners self-correct and teacher-learner) To what extent do learners in your course have opportunities to To what extent do your assessments and feedback processes To what extent do your assessment tasks encourage regular study WhatTo andextent feedback attended opportunities forsuccessful? ToToin what teacher learnerscriteria andthan the topics, ways does engageextent islearnersthere do you provide - inbe before,and/or it What opportunities feedback for ratherlearndialogue reflection, what actively do are motivation to and acted upon by learners, activate your with goals, formal kind of extent are there havefeedback and what methods, what out of class and deep choice in surface (peer during standards, learning? criteria, self-assessment orifpeerassessment task? your course? andand an assessment in after assessment self-correct? teacher-learner) aroundso, of assessment tasks course?course? weighting learners self-assess andtasks your in your help and/or timing in what ways? in Adapted from the REAP principles of good formative assessment and feedback Version 2.0
  3. 3. Priority: Encourage positive motivational ection Developopportunities to andon feedback Clarify good performance onre beliefs Inform self-assessment act Give assessment choiceteaching Providehigh quality e and dialogue Deliver andtime and feedback task interaction ort shape your Provide opportunities forso of opportunities for Reduce the the inopportunities to papers and Increaseseries offrom limitingthey word read Give feedback numberof objective to count) Requestclear definitionsyour learnersselectand size tutorials. academic require- Reviewlearners(e.g.onlinethat learners to work the Structure feedback by one-minute tests Provide alearning tasks Ask the have a Create Use learner feedback develop learners’ and in Adjustlearners, time systems togroups to to Support thatdevelopment to learning oftests do Use learners online the of involveprovide Explain involve in multiple-choice learners Give teaching learners to produce Directly to learners pairs, in monitoring and Ask assessment to is rationale assessment Ensure the response provided in relation ments before learners learning tasks or increaseproblem carryin tutorials, where feedback progressive numberlearning essays through the for of of can task. resubmission setsassessments. of out a written feedbackeach difficulty.smallto assess their the topicslevel extended use assessment where learnerscomments on an assessment and quizzes that responsibility for their points the classto link for on learningacommunities.own learning, through previously on theirthen focus and feedback and tests with future before class techniques. dynamic feedback in learning. forstored data teaching identifying action class. Thehelps the results of reflecting stated criteria, as this feedback the multiple-choice (or assessments). Distribute these across the areas of identified weakness based on discuss this with peers. This ensures at the end of a task and work,itencouraging orthat the feedback project is available. of a topic ownership from you hand in anonymously area of study. own understanding module. explicit marking that might assessments. Learners select the topics portfolios. theincorrectlearning outcomes. Construct groupwork to help answers, which for feedback and expected correct to could formulate provides information about responses, which these tests. Provide the strategies criteria and be used Model and istasks so that learners have ‘stuck’. Align learning Give learners opportunities learners to make Before an assessment, let learners examine to class. Use the received when learners get inform is timely performance-level motivation. learners on an and increasing to giveskills and/or work is information from these to Make such tasks compulsorywith carry minimal these‘patchworkor criteria for complex tasks; the action pointscompleted small, distributed, could be analysed. after having read reference the of project work.of assessments to learning objectives. opportunities todifficulties before to deal with to definitions.kind of feedback Encourage learnersrequest the other feedback marked Ask learners practice each work connections. to text’ Ask a examples of reflective essay or selected essays extended number write- a series Limit learners Use the teaching in theto ensure learners engage but staff marks (5/10%) next class. time is prompt,their feedback comments they types. Each tests written opportunities class relation received. of superior andhave Let the rest arethe take these of in class. would turnaround they hand in regard Give learners choice discussion with ideally Ensure feedback like when (summatively assessed). in timing assessment in relation to published criteria before that they Provideassignments writingeach other. (individually especially extended of different why to their keep a which set tasksfor learners to self-assess identify reflective journal tasks, where good in Provide opportunities for excessive. and Provide learners with some choicecould be used these evaluate them. These buttiming with and groups). not justthemselveseachcan also be Ask learners to are complete in for in submission.weeks. become assessments would workload does not within two Have students request in feedback they - and reflectonline through where feedback is Providewhen they ticking off integrative or in tasks learning. on their learning. A record criterion but performance is reflectionaabout hand mutual respect and to when they work. the of these Avoid releasing the grade for an before Break up large criteria andteacher workloads. assessment standards parts. Encourage a climate of into smaller regard to together hand in assessments. stitchedfinal assessment. the the producing a final response. inmore about formation ofapeer study groups or create managing learner learning task. in advance of andfeedback like when they make an assignment submission. integratedworkshop where learners devise, in commentary. into the task. is Encourage holistic reflections provides information about the Monitor performance and until the learner assessment or task provide feedback Create natural peer in a learners engage dialoguefor group projects.in a accountability. documented by peers to assess Give plentyopportunities Structure of Organise a Help learners to understand and record their Particularly so thattimeline of your module. learners tasks appropriate are encouraged where students Structure attempting to thefrequent low-stakes Provide opportunities assessment, e.g.by work staged way over thean for feedback a to learners ability learnersearly their years learning. or Involve fewerfor to evaluate later own to support opportunities from Award learners in decision-making about Instead of providing for correct through portfolios. collaborationmarks with assessments or has provide feedback on each otherswords and responded learners Ask learners to reformulate in and the timings mentor learners in for the model answers Provide learnersthepractice.answer, point for own learningwith you, years. of their own some achievements have manytasks with regularexpected beforehand, assignments list. ownto help their Provide objective tests where learners individually assessment on it. assessmentmarksearlier final synthesis. This format policy and allocate all where they can piece ofcorrect answer. commenting discusssetlearners byproblems’ outputs up their ‘frequently criteria. asking them to draw using the occurring Empower criteria and standards Encourage criteria choicefind allowing them for assessmentsome for learners on assessment tasks and opportunities Request to learners toalink these their to learners feedback from the work. for return to progress. beinnegotiated. criteria submissionsprogress learning to the the can the documented criteria before they comparisons and gauge discuss complex relation you work plan for a own begin assess their understanding and make task. Let them gives learners by Provideto make comparisonsfinalmake same achievements to the knowledge, that the their them which patches theirpathway against to Link modules together as include in so skills and to a own specific criteria assessmentof opportunities for self-assessment. select lots experiences inquestions that they order to reflective defineThis own be submitted points than before against down feedback to goals,deliverables at Writethe project. learning marking at theassess- Give confidence-based learners thealongside Use their of some action rather point task. plentycouldmilestones andwith(CBM). against their own Ask learners to add Ask learners to attach three ment. they learnerother marks tests deliver the Require submit their work for assessment. This during groups to generate own work. know about a assessment, or what attitudes required in future employment. improvements.the same groups across a number of learners work in account. Deliver onlinefeedback you if theybefore a they normal multiple-choice provide. This theperformance ofsome learners. the begin.must rate their confidence that as Learners Assign which their Encourageto criteria provided by you. learning the general would like the formation of supportive Use learner response systems to make assess criteriaand on time. be used to lectures more feedback that could learners the modules. planned identify foruse the information gathered class. Analyseinclude a handoutwhat they wouldinis correct. The would think confidence answer might and higher outlining environments. undertake mid-term or summative Ask learners, in pairs, regular small Have learners aspects they would like to improve. Carry out a brief survey to produce Modelprojects. their classrelation and dynamic feedback. and how you Use real-life scenarios through Work that carry minimal marks, with regular tasks with your learners to develop an agree- interactive. to determineif the answertheir from these the penalty to that difficulties wrong. Provide homework activities improve is shown should do in suggestions next time knownis taught in class. the higher to what build on/link mid-semester while there is the duration of the multiple-choice tests over time tothe criteria used Require learners in groups to generate address solve exemplar problems. feedback. Have learner to self-assesswhere roles andthat ment, contract or charter on own work Ask learners representationtheircommitteesbefore in-class activities to cohorts supplemented by out-of-class activities. after performance.to add their own specific by previous learner Ask learners marks on written in class through Avoid releasing work until module, their projects. to assess with feedback for the correct and major concerns. Facilitate teacher-learnerbuilt-in sheet with for the feedback Use online tools with cover fuctionality discuss assessment policiesexamson learning are responsibilities in assessment and this submission and provide feedbackpractices. have in-class assessment and feedback comments. Use an Provide learners with mock and so they Provide explanations. Learners are most receptive Ask learnersthe general criteria provided by criteria haveto presenttechniques.through their to feedback to work - providing learners learners with model answers for responded incorrect answers. use oflearners to find one or twoand Ask in-class encourage reflection examples individual recording and reporting comments. solutions in totasks and opportunities to make questions class supported by peer self-assessmentexperience what is required foritself. opportunities to as to produce multiple-choice defined. Ask learners, in pairs,well as on the assessmenttests, assessment when they have just worked through for feedback the teacher. Take these into account in summative assessment in a safe environment. of feedbackagainstshort questions on paperaat end self-assessment. formative that to make comments and they found information about levels of learner engagement Redesign and align Ask learners summative with feedback for the correct and incorrect answers. the assessment. their learning Alignfinal assessment. Ask learners to tasks so their students have comparisons answer that own work. with resources,practisehow theydiscussions. useful and to enhancethe skillsskillsmight help assessments to online tests these and judgement explain learner have met the opportunitiesabout whether and required before of class. Use the results to provide feedback and them with future assessments. the work is marked. estimate mark they expect. independence. and stated criteria stimulate discussion at the next class.Adapted from the QAA Enhancement Theme: The First Year Experience - http://viewpoints.ulster.ac.uk Version 2.1Transforming assessment and feedback: enhancing integration and empowerment in the first year
  4. 4. Priority: Encourage positive motivational ection Developopportunities to andon feedback Clarify good performance onre beliefs Give assessmentand e and dialogue Provide self-assessment act Deliver high quality feedback task interaction time choiceort Provide opportunities forso of learnersselectand Reduce the the inopportunities to tests for Increaseseries of by limitingthey word read and Give feedback number Askopportunities Structureclear definitions of objective to count) size tutorials. academic require- Reviewlearners(e.g.onlinethat learners to work the Provide alearning tasks your the have a Create Adjustlearners, time to learning groups and in Support thatdevelopment of involve relationand Use learners online the provided in tests do Explain involve in multiple-choice learners Give teaching learners to produce Directly to learners pairs, in learners’ to to Ask assessment to is rationale of assessment Ensure the feedback develop monitoring ments before learners learning tasks or their increaseproblem setsassessments. feedback progressive number of tutorials, to assess through the for of in can task. resubmission extended usewhere written feedbackeach difficulty. an assessment and the topicslevel of learning essays quizzes that comments on responsibility for their learning.the classto link for on learningacommunities.own learning, through previously on theirthen focus for future and feedback and tests with helps teaching before class techniques. identifying action pointsbased on the results of reflecting stated criteria, as this feedback the multiple-choice (or assessments). Distribute these across the areas of identified weakness discuss this with peers. This ensures that the feedback from you is available. of a topic ownership project work, encouraging or area of study. own understanding module. explicit marking that might Construct groupwork to help to could examine assessments. Learners select thewhich for portfolios. theincorrectlearning outcomes. feedback and expected answers, correct to these tests. formulate Provide the strategies criteria and be used Model and istasks so that learners have ‘stuck’. Align learning Give learners opportunities learners to make Before an assessment, let learners topics and increasing to givewhenand/or work is is timely received learners get performance-level motivation. learners on an Make such tasks compulsorywith carry minimal these‘patchworkor criteria for complex tasks; the action pointscompleted small, distributed, after having read reference the of project work.of assessments to learning objectives. opportunities todifficulties before to deal with to definitions.kind of feedback work Encourage learnersrequest the other feedback marked each Ask learners practice skills connections. to text’ Ask a examples of reflective essay or selected essays extended number write- a series Limit learners Use the feedback comments they types. Each tests written reflectivethe class relation received. Let the rest of superior andhave take these of assessment in relation to published criteria beforestaff marks (5/10%) to turnaround time is prompt,their in class. would choice in theyengagein regard Give learners ensure learners hand but Ensure feedback like when timing with ideally that they (summatively assessed). keep aassignments writingeach other. (individually especially extended of different why to their identify which are journal tasks, where good in Provide opportunities for discussion and Provide learners with some choicecould be used Ask learners to setthem. These buttiming with these evaluate tasks for and groups). not justthemselveseachcan also be are complete in in submission.weeks. become assessments workload does not within two to when they hand in work. excessive. - learning. online tasks where feedback is Providewhen they hand a final integrative but or in performance is ticking off criterion Break up large assessment intofor an parts. Encourage a climate of grade smaller Avoid releasing themutual respect and reflectionaabout criteria and standards before regard to together through in assessments. stitchedfinal assessment. inmore about formation ofapeer study groups or create the the producing holistic response. Create natural learner learning the projects.in a of learners engage in a andfeedbacklearner managing peer dialogue by group inworkloads. teacher integrated into the task. is Encourage commentary. assessment Give plentyopportunitiesuntil task. assess of or task provide feedback accountability. documentedfor peers to advance Structure Monitor performance and Organise a workshop where learners devise, in Help learners to understand and record their Particularly so thattimeline of your module. learners tasks appropriate are encouraged where students Structure attempting to the feedback by work Involve fewerfor learnersearly later years to support or opportunities from Award learners in decision-making about or Instead of providing for some through portfolios. collaborationmarks with model answers assessments has provide feedback on each others and responded learners staged way over thean assessment, e.g. a to Provide learnersthe correct answer, point for own learningwith you, years. of their own achievements discusssetlearners byproblems’ list. to thebeforehand, have many assignments and ‘frequently criteria. asking them drawtimings Ask learners to reformulate in their own words Provide objective tests where learners individually assessmentmarksearlierpractice. mentor learners in for the final synthesis. This format policy and allocate all where they can piece ofcorrect answer. commenting on it. using the occurring Empower criteria and standards expected up their assessmentsome choicefind allowing assessment tasks and opportunities for Encourage learners toalink these them to learners to criteria for the work. and return to discuss progress innegotiated. criteria ownsubmissions complex learning task. Let them for work plan for a can be relation to the the the documented criteria before they comparisons assess their understanding and make begin gives learners by Provideto make comparisonsfinal reflective them which together as include in so skills they to select lots patches theirpathway against their achievements to the knowledge, that the same and Link modulesof opportunities for self-assessment. to a own specific criteria defineThis own be submitted points than before against down feedback to learners at theassess- Writethe project. learning goals,deliverables at Give their of some action rather alongside task. plentycouldmilestones andwith(CBM). against duringconfidence-based marking Use their own the point Ask learners to add Ask learners to attach three questions that ment. they learnerother marks if generate the Require submit their work for assessment. This groups to they normal feedback you provide. This own work.criteria provided by you. or what attitudes required in future employment. of learners work in the same groups across a number account. theperformance ofsome learners.they deliver as the begin.must rate their confidence that their Learners Assign which the general would like to know about of assessment, Encourage the formation a supportive learning Use learner response systems to make assess criteriaand on includebehandoutto lectures more feedback that could a used outlining modules. planned identify for learners what they answer might time. would is correct. The higher the confidence environments. undertake to produce summative Ask learners, in pairs, regular small Have learners aspects they would like to improve. their projects. Model in class how you would think through and Use real-life scenarios and dynamic feedback. interactive. the penalty if the answertheir Work that carry minimal marks, with regular tasks with your learners to develop an agree- should do in relation to to improveon/link suggestions next time known build is shown Provide homework activities that difficulties wrong. the higher solve exemplar problems. multiple-choice tests over the duration of the Require learners in groups to generate the criteria used feedback. in-class activities to out-of-class activities. Have learner to self-assesswhere roles andthat ment, contract or charter on own work Ask learners representationtheircommitteesbefore performance. cohorts supplemented by by previous learner Ask learners to add their own specific the Avoid releasing marks on written work until after module, their projects. to assess with feedback for the correct and Facilitate teacher-learner cover sheet with Use an assessment feedback in class through discuss assessment policiesexamson learning are responsibilities in assessment and this submission and provide feedbackpractices. have Provide learners with mock and so they Provide explanations. Learners are most receptive in-class to responded to feedback comments. Ask learnersthe general criteria provided by criteria haveto presenttechniques.through their learners learners with model answers for and work incorrect answers. use oflearners to find one or twoand Ask in-class feedback examples solutions in totasks and opportunities to make self-assessmentexperience what is required foritself. opportunities to as to produce multiple-choice defined. Ask learners, in pairs,well as on the assessmenttests, for feedback encourage reflection questions class supported by peer comments. assessment when they have just worked through the teacher. Take these into account in summative assessment in a safe environment. of feedbackagainstshort questions on paperaat end self-assessment. formative that to make comments andwork. found they Redesign and align Ask learners summative with feedback for the correct and incorrect answers. the assessment. their learning Alignfinal assessment. Ask learners to tasks so their students have comparisons answer that own opportunitiesabout whether they have methelp useful and to practisehow these might the judgement explain provide feedback and assessments to enhance learner skills and of class. Use the results to the skills required before them with future the next class. independence. and assessments. the work is marked. estimate mark they expect. stated criteria stimulate discussion atAdapted from the QAA Enhancement Theme: The First Year Experience - http://viewpoints.ulster.ac.uk Version 2.1Transforming assessment and feedback: enhancing integration and empowerment in the first year
  5. 5. Encourage interaction Good assessment and feedback practice should: Provide opportunities Deliver high quality Encourage time Develop self-assessment Clarifyassessmenttask Give act on performance good feedback to and dialogue and feedback choice e re ection ort on Help clarify what the opportunitiesdialogue around learning GiveEncouragegood developmentcriteria, feedbackhelps Deliver high the performance is (goals, criteria, or timing choice in interaction and to information that standards) Facilitate quality feedback of self-assessment Provide topic, method, act on weighting Encourage time and effort on challenging learning tasks (to close any gap(peerreflection in learning between current and desired performance) and of assessments learners self-correct and teacher-learner) To what extent do learners in your course have opportunities to To what extent do your assessment tasks encourage regular study WhatTo andextent do learnerscriteria andthan thein upon ways does it engageextent is feedback attended opportunities for reflection, what actively with goals,deep feedback dialogue learning? kind of extent are there formal to standards, before, during ToToin what teacher feedback do ratherand acted what by learners, What opportunities are there for you providesurface (peer and/or what out of class and have choice in - topics, methods, criteria, self-assessment orifpeerassessment task? your course? andand an assessment in after assessment self-correct? teacher-learner) aroundso, of assessment tasks course?course? weighting learners self-assess andtasks your in your help and/or timing in what ways? in Adapted from the REAP principles of good formative assessment and feedback Version 2.0
  6. 6. Encourage interaction Good assessment and feedback practice should: Provide opportunities Deliver high quality Encourage time Develop self-assessment Clarifyact on performance good feedback to and dialogue and feedback task e re ection ort on Help clarify what good development is (goals, criteria, standards) Encourage interaction and dialogue around learning Deliver high the performance information that helps Facilitate quality feedback of self-assessment Provide opportunities to act on feedback Encourage time and effort on challenging learning tasks (to close any gap(peerreflection in learning between current and desired performance) and and teacher-learner) learners self-correct To what extent do learners in your course have opportunities to To what extent do your assessment tasks encourage regular study WhatTo and out of withare there do ratherand acted upon ways does it engageextent is feedback attended opportunities for reflection, What opportunities goals,deep feedback dialogue learning? kindactively class there criteria andthan - in what by and/or of extent are and formal to standards, before, during To whatwhat teacher feedback for you providesurface (peerlearners, in teacher-learner) aroundso, assessment task? your course? andand an assessment in after assessment self-correct? self-assessment orifpeer in what ways? your course? help learners self-assess andtasks in Adapted from the REAP principles of good formative assessment and feedback Version 2.0
  7. 7. Priority: Developopportunities to andon feedback Clarify good performance onre ection Give assessment choiceort Provide self-assessment act Deliver high quality e and dialogue Encourage time and feedback task interaction Reduce the the inopportunities to to read for Increaseseries of by your learners tests and Give feedback numberof academic to count) Provide a size tutorials. of opportunities Provide opportunities for limiting the word work the Create clear definitions Ask learners require- Reviewlearners(e.g.online objectiveselectand Directly to learners pairs, in monitoring and in Support thatdevelopment to learning groups and Use learners online the of involve relation to Explain involve time rationale oflearners Ask teaching learners to produce Give learners, in multiple-choice assessment Ensure the feedback is provided in tests to do ments before learners learning tasks or their increaseproblem setsassessments. feedback the topics number of tutorials, to assess through the for of in can essays resubmission extended usewhere written feedbackeach learningan assessment and quizzes that comments on task. reflecting stated criteria, as this feedback for on learningacommunities.own learning, through the previously on theirthen focus the class teaching and feedback and tests with helps before class techniques. identifying action pointsbased on to link multiple-choice for future results of (or assessments). Distribute these across the areas of identified weakness the discuss this with peers. This ensures that the feedback from you is available. of a topic ownership project work, encouraging or area of study. own understanding module. explicit marking that might assessments. Learners could make correct groupwork to help learners to formulate portfolios. theincorrectlearning outcomes. feedback and expected answers, which to these tests. Provide the strategies criteria and be used Model and is received when learners get ‘stuck’. Construct Before an assessment, let learners examine is timely performance-level motivation. learners work and increasing to give eachand/or Make such tasks compulsorywith carry minimal these action points after having read the reference the learning objectives. to deal with to definitions.kind of feedback Ask learners difficulties Encourage learnersrequest the other feedback on an connections. to write completed assessments to selected number text’ - a series of small, distributed, Use the examples of reflective essay or Ask a ‘patchworkof criteria for complex tasks; Limit learners feedback comments they types. Each tests written reflectivethe class relation received. Let the rest of superior andhavetake these of assessment in relation to published criteria beforestaff marks (5/10%) to turnaround time is prompt,their in class. would choice in theyengagein regard Give learners ensure learners hand but Ensure feedback like when timing with ideally that they keep aassignments writingeach other. (individually especially extended of different why to their identify which are journal tasks, where good in Ask learners to setthem. These could be used Provide opportunities for discussion and these evaluate tasks for and groups). not justthemselveseachcan also be are complete in but submission.weeks. become assessments workload does not within two to when they hand in work. excessive. - learning. online through where feedback is Provide is tasks a final integrative but or in performance ticking off criterion stitched together in the final assessment. Break up large assessment intofor an parts. Avoid releasing the grade smaller reflectionaabout criteria and standards before Encourage theinto the of peer study groups or create integrated formation task. is more about producing a holistic response. Create natural learner learning the projects.in a of learners engage in a andfeedbacklearner managing peer dialogue by group inworkloads. assessment or task Structure teacher Give plentyopportunitiesuntil task. to advance of documentedfor peers Monitor performance and provide feedback assess commentary. Help learners learners where learnersto supportin Organise a workshop devise, to understand and record their Particularly so thattimeline of your module. learners tasks appropriate are encouraged where students opportunities for from later years or Structure attempting to the feedback by work has provide feedback on each others and responded learners staged way over thean assessment, e.g. a to Provide learnerstheearly assessments or for Insteadfewer marks for correct answer, point Award of providing with model answers own learningwith you, years. of their own collaboration achievements through portfolios. some discusssetlearners byproblems’ list. to thebeforehand, have many assignments and ‘frequently criteria. asking them drawtimings Ask learners to reformulate in their own words mentor learners in earlier final synthesis. This format allocate all where they can piece ofcorrect answer. marks for the a find the work. commenting on it. using the occurring Empower criteria and standards expected up their assessmentsome choice by allowing assessment tasks and opportunities for learners to criteria for Encourage learners to link these them to and return to discuss progress innegotiated. criteria ownsubmissions complex learning task. Let them for work plan for a can be relation to the the documented criteria before they begin the gives learners achievements tocomparisonsfinal reflective them which patches theirpathway so skills they to select to make the a own specific criteria against their Link modules together asknowledge, that the same and defineThis own be submitted points alongside Writethe project. Use down some action deliverables at task. plentycouldmilestones andwith(CBM). before Give their of feedback to learners at theassess- the point Ask learners to attachto include in Ask learners to add three questions that duringconfidence-based marking own work. ment. they learner groupsfor if generate the Require submit their work toassessment. This they normal feedback you provide. This attitudes required in future employment. of learners work in the same groups across a number account. the begin.must rate their confidence that as Learners Assign some marks they deliver their which would like to criteria provided by you. or what the general know about a assessment, Use learner response systems to make assess criteriaand on includebehandoutto lectures more feedback that could a used outlining modules. Have learners undertake regular small summative planned identify for learners what they answer might time. would is correct. The higher the confidence Ask learners, in pairs, improve. aspects they would like toto produce their projects. Model in class how you would think through and interactive. the penalty if the answertheir Work that carry minimal marks, with regular tasks with your learners to develop an agree- should do in relation to to improveon/link suggestions next time known build is shown Provide homework activities that difficulties wrong. the higher solve exemplar problems. multiple-choice tests over the duration of the Require learners in groups to generate the criteria used feedback. Ask learners to self-assesswhere roles and in-class activities to out-of-class activities. ment, contract or charter their own work before performance. cohorts supplemented by by previous learner Ask learners to add their own specific the module, their projects. to assess with feedback for the correct and submission and provide feedback on learning are Facilitate teacher-learner cover sheet with Use an assessment feedback in class through responsibilities in assessment and this have Provide learners with mock exams so they Provide explanations. Learners are most receptive in-class to to presentmodel answers for Ask learnersthe general criteria provided by criteria learners with techniques.through their and work incorrect answers. use oflearners to find one or twoand Ask in-class feedback examples solutions in totasks and opportunities to make self-assessmentexperience what is required foritself. opportunities to as to produce multiple-choice defined. Ask learners, in pairs,well as on the assessmenttests, for feedback encourage reflection questions class supported by peer comments. assessment when they have just worked through the teacher. Take these into account in summative assessment in a safe environment. of feedbackagainstshort questions on paperaat end comments that they found self-assessment. Ask learners to make with feedback for the correct and incorrect answers. the assessment. their learning Alignfinal assessment. Ask learners to tasks so their students have comparisons answer that own work. opportunitiesabout whether they have methelp useful and to practisehow these might the judgement explain provide feedback and of class. Use the results to the skills required before them with future assessments. the work is marked. estimate mark they expect. stated criteria and stimulate discussion at the next class.Adapted from the QAA Enhancement Theme: The First Year Experience - http://viewpoints.ulster.ac.uk Version 2.1Transforming assessment and feedback: enhancing integration and empowerment in the first year
  8. 8. Priority: Developopportunities to andon feedback Clarify good performance onre ection Provide self-assessment act Deliver high quality e and dialogue Encourage time and feedback task interaction ort Provide opportunities for limiting the word read for Reduce the the numberof academictests and Increaseseries(e.g. by your learners to count) and Provide a size tutorials. of opportunities Create clear definitions Ask learners require- Review feedback inof online objective to work the Directly to learners theto learningin relationand in Support thatdevelopment of involve tests and Use learners online multiple-choice learners Explain involve time rationale of assessment Give teaching learners in monitoring do Ensure the feedback is provided groups to to ments before learners learning tasks feedback increaseproblem setsassessments. resubmission of of tutorials, where through the number in can use to assess their written feedbackeach learningan assessment and quizzes that comments on task. reflecting stated criteria, as this helps to link the on learningacommunities.own learning, through previously on theirthen focus the class teaching and feedback and before class techniques. identifying action pointsbased on the results of for future (or assessments). Distribute these across the areas of identified weakness Construct groupwork to help learners to formulate assessments. Learners could make discuss this with peers. This ensures that the feedback from you is available. of a topic or area of study. own understanding portfolios. the expected learning outcomes. feedback to module. explicit marking that might Provide the strategies criteria and be used Model and is received when learners get ‘stuck’. these tests. Before an assessment, let learners examine is timely Make such tasks compulsorywith learners work these action points after having read the to deal with to to give eachand/or of feedback Ask learners difficulties performance-level definitions.kind carry minimal Encourage learnersrequest the other feedback on an connections. to write completed assessments to selected number text’ - a series of small, distributed, Use the examples of reflective essay or Ask a ‘patchworkof criteria for complex tasks; Limit learners feedback comments they types. Each of written reflective superiorin relation received. have assessment in relation to published criteria beforestaff marks (5/10%) to turnaround time is prompt,their in class. would ensure learners engagein ideally Ensure feedback like when they hand but that they keep aassignments writingeach other. (individually especially extended of different why to their identify which are journal tasks, where good and Provide opportunities for discussion and Ask learners to set tasks for these are complete in themselves but can also be submission.weeks. become excessive. workload does not within two work. learning. online through where feedback is Provide is not tasks a final integrative but or in groups). performance just ticking off each criterion stitched together Break up large assessment intofor an parts. Avoid releasing the grade smaller reflectionaabout criteria and standards before Encourage theinto the of peer study groups or create integrated formation task. is more about producing a holistic response. Create natural peer in a learning the projects.in a of learners engage dialoguefor group learner commentary. Monitor performance and until task. in advance assessment or task provide feedback Give plentyopportunities by peers to assess Structure of documented feedback Help learners learners where learnersto supportin Organise a workshop devise, to understand and record their opportunities for from later years or Structure attempting to the feedback by work has provide feedback on each others and responded learners are encouraged staged way over thean assessment, e.g. a to learners tasks so that timeline of your module. Ask learners to reformulate in their own words Provide learnerstheearly assessments or for Insteadfewer marks for correct answer, point Award of providing with model answers own learningwith you, years. of their own collaboration achievements through portfolios. some mentor learners in earlier final synthesis. This format allocate all where they can piece ofcorrect answer. marks for the a find the work. commenting on it. discusssetlearners byproblems’ list. to draw up their ‘frequently criteria. asking them using the occurring Empower criteria and standards expected beforehand, the documented criteria before they begin the assessmentsome choice by allowing assessment tasks and opportunities for learners to criteria for Encourage learners to link these them to gives learners and return to discuss progress in relationtask. Let them own work plan for a complex learning to the criteria achievements tocomparisonsfinal reflective them which patches theirpathway so skills they to select to make the a own specific criteria against their Link modules together asknowledge, that the same and task. plentycouldmilestones andwith thealongside defineThis own be submitted points assess- Writethe project. Use down some action deliverables Give their of feedback to learners at the point at Ask learners to attachto include in Ask learners to add three questions that duringconfidence-based marking (CBM). before own work. attitudes required in future employment. of learners work in the same groups across a number account. ment. they must rate theiryou if they deliver This they normal feedback confidence that as the begin. submit their work for provide. This Learners Assign some marks assessment. their which would like to criteria provided by you. or what the general know about a assessment, modules. Have learners undertake regular small summative planned identify for learners what they would and on include a handoutthe confidence answer might time. feedbackis correct. The higher outlining Use learner response systems to make lectures more Ask learners, in pairs, improve. aspects they would like toto produce Model in class how you would think through and Work that carry minimal marks, with regular tasks with your learners to develop an agree- interactive. the penalty if the answertheir should do in relation to to improveon/link suggestions next time known build is shown Provide homework activities that difficulties wrong. the higher multiple-choice tests over the duration of the Require learners in groups to generate the criteria used solve exemplar problems. feedback. Ask learners to self-assesswhere roles and ment, contract or charter their own work before in-class activities to out-of-class activities. performance. cohorts supplemented by by previous learner module, their projects. to assess with feedback for the correct and Facilitate teacher-learner cover sheet with Use an assessment feedback in class through the submission and provide feedback on learning are responsibilities in assessment and this have Provide learners with mock exams so they Provide explanations. Learners are most receptive in-class learners with and work through their Ask learners to presentmodel answers for incorrect answers. use oflearners to find one or twoand Ask in-class feedback techniques. comments. questions class supported by peer examples solutions in totasks and opportunities to make self-assessmentexperience what is required foritself. opportunities to as to produce multiple-choice defined. Ask learners, in pairs,well as on the assessmenttests, for feedback encourage reflection assessment when they have just worked through summative assessment in a safe environment. of feedbackagainstshort questions on paperaat end comments that they found self-assessment. Ask learners to make with feedback for the correct and incorrect answers. Alignassessment. their learning Ask learners to tasks so their students have comparisons answer that own work. opportunitiesabout whether they have methelp useful and to practisehow these might the judgement explain provide feedback and of class. Use the results to the skills required before them with future assessments. the work is marked. estimate mark they expect. stated criteria and stimulate discussion at the next class.Adapted from the QAA Enhancement Theme: The First Year Experience - http://viewpoints.ulster.ac.uk Version 2.1Transforming assessment and feedback: enhancing integration and empowerment in the first year
  9. 9. Encourage interaction Good assessment and feedback practice should: Provide opportunities Deliver high quality Encourage time Clarifyact on performance good feedback to and dialogue and feedback task e ort on Help clarify what good performance is (goals, criteria, standards) Encourage interaction and dialogue around learning Deliver high quality feedback information that helps Provide opportunities to act on feedback Encourage time and effort on challenging learning tasks (to close any gap(peer and current and desired performance) between teacher-learner) learners self-correct To what extent do learners in your course have opportunities to To what extent do your assessment tasks encourage regular study Whatin and out of withare there do ratherand acted upon ways does engageextent is feedback attended and standards, before,and/or it What actively class and deep feedback dialogue learning? kind of teacher goals, criteria to than - in what by during To whatopportunities feedback for you providesurface (peerlearners, teacher-learner) aroundso, assessment task? your course? help learners if an in what ways? in andand self-assess andtasks after assessment self-correct? Adapted from the REAP principles of good formative assessment and feedback Version 2.0
  10. 10. Provide opportunities Good assessment and feedback practice should: Deliver high quality Encourage time Clarifyact on performance good feedback to feedback task and e ort on Help clarify what good performance is (goals, criteria, standards) Deliver high quality feedback information that helps Provide opportunities to act on feedback Encourage time and effort on challenging learning tasks (to close any gap between current and desired performance) learners self-correct To what extent do learners in your course have opportunities to To what extent do your assessment tasks encourage regular study Whatin and out of with goals,deep ratherand acted upon ways does To what actively class and criteria to than surface learning? engageextent is feedback attended and standards, before, during it kind of teacher feedback do you provide - in what by learners, help learners if so, assessment task? andand self-assess and self-correct? after an in what ways? Adapted from the REAP principles of good formative assessment and feedback Version 2.0

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