Action learning set 3                 Feedback on summative assessmentPresentation outlineJohn Cocksedge – Using a Hybrid ...
Product design deptThe Hybrid approach to feedback on summative assessment                      John Cocksedge
“Summative contrasts with formative assessment in that [the   former] is concerned with summing up or summarizing the     ...
The nature of product design studentsDesigners• Produce novel, unexpected solutions• Tolerate uncertainty, working with in...
So how do we assess & feedback to product designers     “Whilst the value of process, personality traits and the social   ...
We do feedback on summative assessment - BUT•   Outgoing method is time consuming and produces assessment/feedback    fati...
We use a hybrid approach of formative (feed forward) and          summative assessment to produce feedbackWhy?•   To facil...
The hybrid approach and Kolb’s experiential learning cycle                     Concrete experiences  Testing in new       ...
The hybrid approach and Kolb’s experiential learning cycle                           Formative feedback /                 ...
“Formative assessment must be pursued for its main purpose  of feedback into the learning process; it can also produceinfo...
How do we do this in product design•   Align our ILO’s with the Module plan and the assessable tasks (Constructive    alig...
Feedback on summative assessment group presentation
Feedback on summative assessment group presentation
Feedback on summative assessment group presentation
Feedback on summative assessment group presentation
Feedback on summative assessment group presentation
Feedback on summative assessment group presentation
Feedback on summative assessment group presentation
Feedback on summative assessment group presentation
Feedback on summative assessment group presentation
Feedback on summative assessment group presentation
Feedback on summative assessment group presentation
Feedback on summative assessment group presentation
Feedback on summative assessment group presentation
Feedback on summative assessment group presentation
Feedback on summative assessment group presentation
Feedback on summative assessment group presentation
Feedback on summative assessment group presentation
Feedback on summative assessment group presentation
Feedback on summative assessment group presentation
Feedback on summative assessment group presentation
Feedback on summative assessment group presentation
Feedback on summative assessment group presentation
Feedback on summative assessment group presentation
Feedback on summative assessment group presentation
Feedback on summative assessment group presentation
Feedback on summative assessment group presentation
Feedback on summative assessment group presentation
Feedback on summative assessment group presentation
Feedback on summative assessment group presentation
Feedback on summative assessment group presentation
Feedback on summative assessment group presentation
Feedback on summative assessment group presentation
Feedback on summative assessment group presentation
Feedback on summative assessment group presentation
Feedback on summative assessment group presentation
Feedback on summative assessment group presentation
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Feedback on summative assessment group presentation

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Feedback on summative assessment group presentation

  1. 1. Action learning set 3 Feedback on summative assessmentPresentation outlineJohn Cocksedge – Using a Hybrid approach to feedback and summative assessmentTahira Majothi – The impracticalities of summative assessment in careers guidance and planningJaime Pardo – Investigating feedback on summative assessment within MMP and exploring possible alternate approaches to provide better feedback to studentsMonica Casey – Using Clickers for feedback on summative assessment in library sessions
  2. 2. Product design deptThe Hybrid approach to feedback on summative assessment John Cocksedge
  3. 3. “Summative contrasts with formative assessment in that [the former] is concerned with summing up or summarizing the achievement status of a student, and is geared towardsreporting at the end of a course of study especially for purposes of certification; it is essentially passive and does not normallyhave immediate impact on learning, although it often influences decisions which may have profound educational and personal consequences for the student” (Sadler 1989)
  4. 4. The nature of product design studentsDesigners• Produce novel, unexpected solutions• Tolerate uncertainty, working with incomplete information• Apply imagination and constructive forethought to practical problems• Modelling media as means of problem solving• Resolve ill-defined problems• Adopt solution-focussing strategies• Employ abductive/productive/appositional thinking• Use non verbal graphical/spatial modelling media‘The Nature and Nurture of Design Ability’, (Cross 1990)
  5. 5. So how do we assess & feedback to product designers “Whilst the value of process, personality traits and the social environment, is clearly important, creative output is the finalbenchmark on which judgments are made and upon which consensus is achieved or disputed regarding the merit of the work”. (Karl K Jeffries, 2007)
  6. 6. We do feedback on summative assessment - BUT• Outgoing method is time consuming and produces assessment/feedback fatigue• Does not capture the individual learning journey• Does not capture/identify student diversity• Does not identify deep learning• Danger of influencing teaching methods/material• Could motivate students to only pass and not to learn
  7. 7. We use a hybrid approach of formative (feed forward) and summative assessment to produce feedbackWhy?• To facilitate learning• To monitor learning in progress• Provide feedback/feed forward to learners• Provide feedback to colleagues• Diagnose learners needs or obstacles to learning
  8. 8. The hybrid approach and Kolb’s experiential learning cycle Concrete experiences Testing in new Observation & situations reflection Forming abstract concepts
  9. 9. The hybrid approach and Kolb’s experiential learning cycle Formative feedback / feed forward Concrete experiences Testing in new Observation & situations reflectionThe learner tries Feedback & out the new Forming abstract concepts observation – the approach learner considers the formative feedback Tutor activity received and decides what next Student activity
  10. 10. “Formative assessment must be pursued for its main purpose of feedback into the learning process; it can also produceinformation which can be used to meet summative purposes” (Black 1995, cited in Brown 2007)
  11. 11. How do we do this in product design• Align our ILO’s with the Module plan and the assessable tasks (Constructive alignment, Biggs 1999)• Atelier model of learning (Design Council, Creative and Cultural Skills, 2006) – Personalise the curriculum• Sequence the modules, tasks and ILO’s along a consistent design process framework – Research, Ideation & verification• Weight the assessment tasks in relation to the ILO’s – Focus• Sustained frequency of one to one feedback• Capture and record formative feedback – ‘Doctors notes’, consistency• Criterion referencing – ‘Detailed module maps’• Encourage Ipsative assessment – Self awareness• Encourage Diagnostic self assessment - Motivation

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