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Online Assessment and Feedback Seminar


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Online Assessment and Feedback Seminar

  1. 1. Online Assessment and Feedback Workshop 7 November, 2013
  2. 2. Session Agenda: What assessment need to be. What feedback needs to be. How can we best achieve this using digital tools? What can these digital tools afford the student and the tutor?
  3. 3. Assessments need to be: Transparent Reliable Valid Authentic NSS surveys highlight assessment as one of the most significant areas for improvement in HE
  4. 4. Feedback needs to be: Timely Consistent Ongoing Actionable Friendly Transparent Goal orientated
  5. 5. Self-regulation: Grade-gazing! Encouraging the use of regular feedback to help students self-regulate and improve
  6. 6. Online Questionnaires to Elicit Feedback... Use of online feedback prior to or after summative assessments or formal submissions SOS (JISC MAC): subject-specific feedback operational feedback (post questionnaire) strategic journal (possibly face-to-face with tutor)
  7. 7. Employability: Assessments can demonstrate what skills a graduate has to an employer, how the skills worked and what is transferable to the employer. Assessment can provide a key link between the world of learning and the world of work.
  8. 8. PRACTITIONER FEEDBACK Practitioner feedback can be designed to prompt learners into self-regulation, for example, by developing learners’ understanding of the assessment criteria before they commence an assignment, by making feedback more of a dialogue than a one-way process and by ensuring that learners can act on the feedback they receive. Good results may also be obtained when learners apply assessment criteria to examples of completed work before producing their own assignments.
  9. 9. Peer and Self Assessment: Assessment of group work Self-evaluation Self-reflection Learning from evaluating others’ work
  10. 10. cont... Help focus on learning and assessment criteria Recognise they are active agents in learning Create a learning journal - dialogue with tutor
  11. 11. Student collaboration: Working on an assessment in a group - even an essay Improvements in awareness of assessment criteria and understand of learning objectives
  12. 12. Engagement with Feedback: How can we use feedback more effectively? What mechanisms can we use in Bb? Related to learning objectives and assessment criteria
  13. 13. Nicol and Macfarlane-Dick (2006): The seven principles of good feedback: 1. Clarify what good performance is 2. Facilitate reflection and self-assessment in learning 3. Deliver high-quality feedback information that helps learners self-correct 4. Encourage teacher–learner and peer dialogue 5. Encourage positive motivational beliefs and self-esteem 6. Provide opportunities to act on feedback 7. Use feedback from learners to improve teaching
  14. 14. 12 REAP Principles of Assessment and Feedback:
  15. 15. Audio Feedback Rich feedback; tutors can expand on salient points, vary the tone, pitch and pace of the voice and add humour to build rapport, opening the door to an ongoing dialogue between student and tutor. Generic podcasts ‘do it once and deliver it often’ Clarity, immediacy and personal quality of the feedback
  16. 16. Audio feedback quote: ‘We like the fact that you develop something once and deliver it often. And it has proved to be less time consuming than writing reports on drafts of the dissertation, which is where we have used audio the most.’ Tutor, School of Psychology, University of Leicester
  17. 17. Group work: Digital Affordances What can technology enhance or enable in assessment and feedback? What does the technology afford us in opportunities to give feedback and enhance assessments? How can we measure its impact?
  18. 18. How Can We Ensure Feedback Leads to Improvement? Link to established principles of good practice: - support personalised learning - self-review engages students with assessment and marking criteria stimulate dialogue focus on student development
  19. 19. The Future... Capturing the processes as well as the outcomes of learning Supporting learners in self-monitoring and self-assessment Activating peers to become both drivers and assessors of learning Involving learners in the design of assessment and feedback