PGCAP cohort 2: week 6 - assessing and feeding back


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PGCAP cohort 2: week 6 - assessing and feeding back

  1. 1. add the assessment approaches you haveused/are currently usingto our flower (1 pedal for each approach) assessment and feedback PGCAP, EESL module 1
  2. 2. Assessing & Feeding Back PGCert2
  3. 3. Intended Learning Outcomes• Apply Blooms taxonomy and Constructive Alignment to the design of assessment.• Discuss variety and innovation in assessment including self and peer assessment.• An the reliability and validity of the marking of rk• Evaluate how feedback can be used to enhance student learning, especially in relation to formative feedback 3
  4. 4. Why do we assess?4
  5. 5. something to think about“There is nothing more powerful ininfluencing what our students do,how they do it and what they learnthan what we do in assessment &feedback”(Boud, 2010)5
  6. 6. Something to think about “There is too much emphasis in higher education on summative assessment […] a shift away from the „testing‟ and judgement culture associated with summative assessment would alter the learning environment in higher education and provide positive student learning opportunities, encourage dialogue between teachers and students (and between students and students), enhance the learning experience, provide motivation for students by moving towards a formative assessment ethos and allow students to take responsibility and ownership for their learning and education.” (Irons, 2008, 8) 6
  7. 7. Let’s go outside smell-activity 7
  8. 8. Bloom’s Cognitive Domain What exam / essay / evaluation assessment questions could you ask for each of synthesis these levels in your own analysis subject? application comprehension knowledge9
  9. 9. Constructive alignment Biggs (1999) - Two aspects to constructive alignment:  Students construct meaning from what they do to learn.  The teacher aligns the assessment with the planned learning activities and the learning outcomes. learning outcomes learning outcomes learning outcomes designed to meet designed to meet designed to meet Learning Intended Assessment activities Learning Outcomes 10
  10. 10. “Assessment is not something bolted on to the end ofthe course as an afterthought, merely measuring thelearning after it took place.”Butcher et al (2006) Designing Learning. From module outline to effective teaching, Oxon: Routledge, p. 9311
  11. 11. Formative v. Summativeassessment Formative: during module, forward looking, should change our teaching, aims to improve learning – assessment FOR learning. Summative: end of module, measurement /grading / competence – assessment OF learning 12
  12. 12. Low and high stakes assessment (Knight, 2002) 14
  13. 13. scenario“Mahmoud takes a lively interest in classdiscussions. His written work is just pass standardas he finds it difficult to structure an argumentsupported by evidence. However, he makesprogress as the semester progresses. When itcomes to the final unseen written exam whichaccounts for 50% of the marks on the course, hedoes not achieve a pass, which is required for anoverall pass. He explains that he finds it extremelychallenging to write to the required standard in theshort time-frame of the exam.” (Duhs, 2010, 6) 15
  14. 14. Assessment as…product Process
  15. 15. psp activity You will be given 2 innovative assessment approaches to investigate within your groups Use the web/library and resources provided to understand what this assessment approach is all about. Identify the key characteristics and show how it could be used within your practice. Remember intended learning outcomes! Illustrate your ideas as a group by creating an advert. 17
  16. 16. storytelling and performance18
  17. 17. portfolios and patchwork text19
  18. 18. Good Practice? Avoid  Generic assessment questions  repeating the same questions / task every year  bunching all assignments at the end of the semester  setting tasks that require information that is easily obtained from Google searches. Do  personalised tasks  collaborative tasks  self- and peer assessment and feedback opportunities (benefits/challenges?)  performance assessment  reflection  real-life & contemporary situations 20
  19. 19. Using technology? Discuss benefits and challenges21
  20. 20. Self- and peer-assessment• Learners need training in order to benefit – Exposing their own work to others – Being critical of others – Seeing benefit for effort – Understanding standards required• Skills needed by graduates for working and learning lives – Self-efficacy – Metacognition• Potential to minimise staff costs/time (efficiency) 22
  21. 21. Why do students want feedback? Let’s ask them!23
  22. 22. Current feedback practiceWhat kind of feedback doyour students receive?When does it occur in thelearning process?What methods do youuse?How often?What feedback do you getabout providingfeedback?What other methodscould you try?What are you going totry?24
  23. 23. Feedback• tutor > individual student• tutor > group of students• student A > student A (self-evaluation)• student A > student B• students > students(usually called evaluation)• student > tutor• students > tutor 26
  24. 24. Formative Feedback•recognising strength•developmental “The dialogic feedback•motivational system puts the students at•opportunity for dialogue the centre of learning, providing them with a series of opportunities to act on feedback.” (Duhs, 2010, 5) 27
  25. 25. feedback activity Remember:  Real, anonymous feedback (extracts) examples from learning statements (randomly chosen)  All of them have good elements  It doesn‟t matter who wrote them Are you ok to proceed? Look at the feedback in front of you. What was done well? What could be improved? 28
  26. 26. feedback sample 1 I believe my learning statement shows a high degree of reflection on my past learning experiences and how that in turn relates to my current teaching practice. By openly exploring past learning experiences in detail, from school through to re-training in animation, I was able to present a clear picture of the impact these experiences now have on my teaching practice. Although I feel my plan for future development is informed by the deep level of reflection I have shown, it could perhaps be more clearly laid out and precise. This part of the Learning Statement was for me the most difficult part of the exercise to tackle. Knowing where to go and how to get there feels like a daunting task at the early stage of my teaching career. Having more experience of teaching in HE would give me the perspective to have a clearer vision of where I would like to direct my ongoing actions. On the whole I think my learning statement does a very good job of critically exploring my learning experiences and reflecting on how those experiences impact on the way I teach and the way my students learn. Well done you. 29
  27. 27. feedback sample 2 Hi, Really enjoyed reading your learning statement and listening to your audio on areas to develop. I have to say that I agree with you, I think working as trainers we try to encourage reflection and feedback on past experiences such as good/bad interview experiences, CVs, assessment exercises etc, which means that students can really engage in a debate but then we have to know when to bring a discussion to an natural end and try to refocus the group so that they take away some useful (tangible) information and not just have 1-2 hours of a nice chat. I have to say that I also find it hard to know how to stop these discussions and hope to pick up some tips on managing discussions more effectively. 30
  28. 28. feedback sample 3Self Assessment on L&T StatementIt is always a little strange to go back to your own work once you believe / want it to be finished and to then look atit with a more critical eye. Even stranger to have to write about your observations!My initial thought on completion was that it was perhaps a little long, and that the action plan was too general. Thefirst part of this was certainly confirmed when returning to the assessment guide and criteria which indicated anequivalence of 500 words for this component. Having said that, I do feel that the content in the main justifiesinclusion and relates strongly to how my own learning journey impacts on my teaching and support of students.There are a few occasions though where my desire to give a broader context by scene setting does get the betterof me. With regard my action plan, I actually felt that this was far clearer than I thought and also that the goals setwere realistic within my current role, and importantly that they were achievable.Competence and engagement within an area(s) of relevance to the module (and as appropriate, to the UKProfessional Standards Framework.The learning and teaching statement encompasses many areas related to the module including learning styles,student centred learning, relation of theory to practice, and supporting self directed learning. Additionally thestatement is a clear example of reflection on teaching and learning activities which I believe demonstrates the keyprofessional values of the PSF. The action plan, as well as being evidence of professional development,incorporates many activities that relate to development in accordance with the PSF.Engagement and application of relevant literature and theory.I do feel I have engaged quite extensively with the literature and embraced general teaching sources as well asthose related to teaching in my own discipline. On reading back, I feel I could have integrated them better into thetext, but I always find with reflection that this is harder as there is a tendency to start with your own experienceand thenReflection on your learning and the development of your practice.The statement analyses key incidents and demonstrates what learning has been developed from them. Where itisn‟t as strong is on the evaluation of what this learning might mean for future practice, which is implied rather than 31explicit.
  29. 29. Feedback example 4 There was good reflection in your learning statement but there were no references to theory, the PSF or the module criteria. You did reflect on your teaching and learning and engaged with the activity but did not produce an action plan or provide a needs analysis. Improvements could be found by adhering to the criteria laid out more closely and fulfilling all requirements. The work was a good story and an interesting read and would fit in a well followed blog. 32
  30. 30. Feedback sample 5 Overall a weak pass, only superficial reflection and engagement with the literature - the action plan was better but could have done with more specific detail … Application of literature Range of literature sources was limited to a couple of those that had been mentioned in the wk1 PowerPoint. Could do with more investigation into educational theory literature and considerably more engagement with it; and reflection on how the literature could inform future practice – what are you going to do to implement “deep not surface learning as suggested by Ramsden (2003)? DescR - Descriptive Reflection Hatton‟s and Smith‟s (1995), Pass (weak) Reflection on own learning and practice Vague reflection at a superficial level, very difficult to ascertain what events are being reflected on, and what was learned. 33 There is no structure to the reflection (Gibbs 1988, Kolb 1984,
  31. 31. The OU Feedback Sandwich Clear something... Specific ... positive – to improve - positive Constructive Personal Honest Make it fresh! Kind Feed-forward Keep filling straightforward aim for a balance of tastes 34
  32. 32. The seven principles of goodfeedback practice1. Facilitates the development of self–assessment (reflection) in learning.2. Encourages teacher and peer dialogue around learning.3. Helps clarify what good performance is.4. Provides opportunities to close the gap between current and desired performance.5. Delivers high quality information to students about their learning.6. Encourages positive motivational beliefs and self-esteem.7. Provides information to teachers that can be used to help shape teaching. Juwah 35
  33. 33. feeding back > feeding forward clear engage point out success stimulate improvement link to action challenge and stretch timely non judgmental dialogue (feedback loop) 36
  34. 34. Create…• … a portrait of the person who is sitting next to you• Show portrait to the person you created• Person on the portrait to provide feedback to the artist 37
  35. 35. digital feedback Nothing can replace face-to-face feedback Technology brings more options  Audio  Video  Screen cast  Clickers  … 38
  36. 36. scenario“Solange arrives at her English university. She is a keen student and wants to do well.After a few weeks, she is asked to write an assignment. When she sits at ther computer,she find that she can only think of the complex ideas she has grappled with on the coursein her mother tongue, which is not English. It is an enormous strain to write these ideasand she cannot think directly in English. She has to translate her thoughts one by one.When she gets the essay back, she is extremely disappointed with her mark. She is usedto excellent results. Some of the feedback relates to her use of English and is verydiscouraging. Her tutor has written:„There are hints of some interesting ideas in this essay but they are often difficult tounderstand because you do not express them clearly. Please check your Englishcarefully before you hand in your work There are too many errors here.‟” (Duhs, 2010, 6)Discuss the feedback. Try to redraft it so that it feedsforward and helps Solange to feel less apprehensive abouther next essay. 39
  37. 37. 1 min paper What are the 3 things you are taking away today? 40
  38. 38. References 1Biggs, J. (1999) Teaching for Quality Learning at University SRHE/OUPBloom, B.S. et al, Taxonomy of Educational Objectives: Cognitive Domain New York: McKayBloxham, S. & Boyd, P. (2007) Developing Effective Assessment in Higher Education, Open University Press: MaidenheadBoud (2010) Keynote, University of Salford Assessment and Feedback Good Practice event, 6 July 2010Brown, S., Race, P. and Smith, B. (1996) 500 Tips on Assessment. London: Kogan PageButcher et al (2006) Designing Learning. From module outline to effective teaching, Oxon: RoutledgeDuhs, R. (2010) „Please, no exam”‟ Assessment strategies for international students, in: SEDA Educational Developments, Issue11.4, Dec, pp. 3-6Earl, L.M. (2003) Assessment as Learning, Thousand Oaks: Corwin Press.Gibbs, G. and Simpson, C. (2004) Conditions under which assessment supports students‟ learning. Learning and Teaching inHigher Education, vol. 1. pp.1-31Irons, A. (2008) Enhancing Learning through formative assessment and feedback, Oxon: Routledge. 42
  39. 39. References 2Juwah, C. (2004) Enhancing student learning througheffective formative feedback. HEA. At, P. T. (2002) Summative assessment and highereducation: practices in disarray, in: Studies in HigherEducation, 27, 3, pp. 275-286.Price (2007) „Should we be giving less written feedback?‟ inCentre for Biosciences Bulletin Autumn 2007, HEASchofield, M. (2010) “Taking the „ass‟ out of assessment”[keynote], First level assessment project conference, 16 thJune 2010, LeedsMet university 43
  40. 40. assessment and feedback PGCAP, EESL module Chrissi Nerantzi and Neil Currant @pgcap