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Assessment & Feedback for Learning Module<br />Induction<br />

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Learning Outcomes Summary<br />evaluate and apply theories of assessment and feedback<br />formative and summative approaches to assessment<br />assessment policies and practice in HE: QA & QE<br />peer- and self-assessment approaches to feedback<br />tools and technologies available for assessment and feedback <br />

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Delivery<br />Problem Based Learning (PBL) scenarios<br />Tutor facilitates groups and guides reading<br />3 PBL introduction sessions: Weeks 3, 6, 9 (13th Oct, 3rd Nov, 24th Nov)<br />3 weeks between sessions to complete scenarios.<br />

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Assessment<br />2x Group PBL reports (40%)<br />Scenarios 1 & 2<br />Peer assessed<br />Individual PBL report & reflection (60%)<br />Scenario 3<br />Tutor assessed<br />

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PBL Approach<br />Step 1: Explore the problem<br />Step 2: Discover knowns and unknowns, plan your approach<br />Step 3: Carry out your research and share with your group<br />Step 4: Apply – The research that you do is then applied to the problem and your own practice. <br />Step 5: Present<br />

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Structure of a Scenario<br />Introduction to Scenario in F2F session<br />Complete steps 1 & 2<br />Check with tutor<br />3 weeks (suggest at least a weekly meeting)<br />Complete steps 3 – 5<br />Review other groups report<br />

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Report<br />Can be in any electronic format<br />How easy is it for groups members to use / edit?<br />Can you share with peers for review?<br />Basic structure<br />outline the potential issues<br />summarise the literature <br />propose possible solutions<br />

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Report Technology<br />Text-based<br />Google Docs<br />Wiki (e.g. PBWiki)<br />Blackboard wiki<br />Other formats<br />video<br />

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Possible Topics<br />Assessment methods<br />Effective feedback<br />Formative assessment<br />Inclusive assessment<br />Marking / grading<br />Quality assurance and quality enhancement in assessment and feedback<br />Self and peer assessment<br />Summative assessment<br />Use of technology for assessment / feedback<br />Work-based / practice-based assessments <br />

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Resources<br />Books<br />Journals<br />Blackboard VLE<br />

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Questions at this stage?<br />

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Approach<br />Clarify your understanding of this scenario with your group (and the tutor if necessary). <br />Explore the issues as a group.<br />Indentify what you know about this from your own experience and any reading that you have done.<br />Indentify something you don’t know and find one piece of relevant literature. Class number – 378.16 (and variations e.g. 378.1664) Other class marks in the 370-379 range may also be useful.<br />From what you know, discuss possible solutions.<br />Prepare a ‘presentation’ on your possible solutions.<br />Pair up with another group to ‘present’ your solutions.<br />

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Mini - PBL<br />A first year ‘long-thin’ module was assessed by four 15 min summative practical assessments throughout the year; two end of semester summative practical exams lasting 30 mins each and a summative assignment. As this course leads to a professional qualification every component has to be passed. In this format the following issues arose, many students were trailing failure from early in the first semester, the ability to catch up marred the students ability to keep up with the new information and skills, students became disillusioned with themselves and the module. High stress levels for students on an ongoing basis and for staff the ongoing summative assessments were extremely time-consuming. <br />