Assessment and Feedback printable cards

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 islearners'there 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


Deliver high quality
Encourage positive
Encourage time
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
(to close any gap(peerreflection in learning
between current and desired performance)
and of assessments
and teacher-learner)
To what extent do your assessments and feedback processes
WhatTo andextent feedback attended opportunities forsuccessful?
ToToin what teacher learnerscriteria andthan the topics, ways does
engageextent islearners'there 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
teacher-learner) aroundso, of assessment tasks course?course?
weighting learners self-assess andtasks your in your
help and/or timing in what ways? in


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 other'swords
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 2.1
Transforming assessment and feedback: enhancing integration and empowerment in the first year

Priority:

Encourage positive motivational ection
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
previously on theirthen focus for future
and feedback and tests with helps teaching
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
feedback and expected answers,
correct to
these tests. formulate
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
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
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
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
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 other's
staged way over thean assessment, e.g. a to Provide learnersthe correct answer, point for
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
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
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
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.
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
in-class to responded to feedback comments.
criteria haveto presenttechniques.through their
learners learners with model answers for
and work incorrect answers.
Ask in-class feedback examples
solutions in totasks and opportunities to make self-assessmentexperience what is required foritself.
defined.
for feedback encourage reflection
questions class supported by peer comments.
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
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.
stated criteria
stimulate discussion at



Encourage time
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
and of assessments
and teacher-learner)
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?
teacher-learner) aroundso, of assessment tasks course?course?
weighting learners self-assess andtasks your in your
help and/or timing in what ways? in



Encourage time
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
and and teacher-learner)
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?
self-assessment orifpeer in what ways? your course?
help learners self-assess andtasks in


Priority:

Clarify good performance onre ection
Give assessment choiceort
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
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
identifying action pointsbased on to link
multiple-choice for future results of
(or assessments). Distribute these across the areas of identified weakness the
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
feedback and expected answers, which
to
these tests.
Model and is received when learners get ‘stuck’. Construct
is timely
performance-level motivation. learners work
and increasing to give eachand/or
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
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
in
Ask learners to setthem. These could be used
Provide opportunities for discussion and these evaluate tasks for
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.
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
where students opportunities for from later years or
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
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
marks for the a find the work.
commenting on it.
using the occurring
Empower criteria and standards expected up their assessmentsome choice by allowing
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
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,
criteriaand on includebehandoutto lectures more
feedback that could a used outlining
modules.
Have learners undertake regular small summative
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
Work that carry minimal marks, with regular
the higher
solve exemplar problems.
multiple-choice tests over the duration of the
feedback.
Ask learners to self-assesswhere roles and
in-class activities to out-of-class activities. ment, contract or charter their own work before
by previous learner
Ask learners to add their own specific the module, their projects.
submission and provide feedback on learning are
Use an assessment feedback in class through responsibilities in assessment and this have
Provide learners with mock exams so they
in-class to to presentmodel answers for
criteria learners with techniques.through their
and work incorrect answers.
Ask in-class feedback examples
defined.
questions class supported by peer comments.
comments that they found
self-assessment. Ask learners to make with feedback for the correct and incorrect answers.
the assessment.
their learning
stated criteria and


Priority:

Clarify good performance onre ection
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
quizzes that comments on task. reflecting stated criteria, as this helps to link the on
previously on theirthen focus the class teaching
and feedback and
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
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
Model and is received when learners get ‘stuck’. these tests.
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
in class. would ensure learners engagein ideally
Ensure feedback like when they hand but
that they keep aassignments writingeach other. (individually
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'
Create natural peer in a learning the projects.in a of
learners engage dialoguefor group learner commentary.
Monitor performance and until task. in advance
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
and responded learners are encouraged
staged way over thean assessment, e.g. a to
learners tasks so that timeline of your module.
Provide learnerstheearly assessments or for
Insteadfewer marks for correct answer, point
collaboration achievements through portfolios.
some
mentor learners in earlier final synthesis. This format
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
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
duringconfidence-based marking (CBM). before own work.
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
modules.
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
the higher multiple-choice tests over the duration of the
ment, contract or charter their own work before
in-class activities to out-of-class activities.
by previous learner module, their projects.
Use an assessment feedback in class through the submission and provide feedback on learning are
responsibilities in assessment and this have
in-class learners with and work through their
Ask learners to presentmodel answers for incorrect answers.
Ask in-class feedback techniques. comments.
questions class supported by peer examples
defined.
assessment when they have just worked through summative assessment in a safe environment.
comments that they found
self-assessment. Ask learners to make with feedback for the correct and incorrect answers.
Alignassessment.
their learning
stated criteria and



Encourage time
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
(to close any gap(peer and current and desired performance)
between teacher-learner)
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


Provide opportunities

Encourage time
good feedback
to feedback task
and e ort on

(to close any gap between current and desired performance)
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?


Priority:

Clarify good performance on task
Provide opportunities and dialogue
Deliver high quality e to act on
Encourage time and feedback feedback
interaction ort
Provide opportunities for limiting the word read for
Reduce the the number of learners to count) and
Increase size (e.g. by your opportunities
Review feedback in tutorials.of academicto work the
Provide clear definitions Ask learners require- Support thatlearners theto learning groups and in
Use learners online multiple-choicerelation to
Ensure the development of involve tests to do
Explain to feedback is provided in learners
Give teaching time rationale of assessment
resubmission of of learning tasks
through the number in tutorials, where
ments before comments on task. learningacommunities. points the classto link the on
identifying action focus for future
previously stated criteria, as this helps teaching
and feedback and then
(or assessments). Distribute these across the areas of identified weakness based on the results of
from you is available.
assessments. Learners could examine formulate
feedback to the expected learning outcomes.
these tests.
Model and is received when learners get ‘stuck’. Construct groupwork to help learners to make
Before an assessment, let learners
is timely
performance-level definitions. learners work
these‘patchworkof criteria for complex tasks; the
action points after having read
to deal with difficulties and/or
Encourage learners to give each other feedback on an connections.
Limita number text’ -completed assessments to
selected examples of a series of small, distributed,
Use the
marks (5/10%) to turnaround time is prompt, ideally
Ensure feedback ensure learners engage but
feedback comments they types. (individually
written which are superior andhave received.
especially extended writing tasks,why Each of
identifyassignments of different where good
in class.
Provide opportunities for discussion and Ask learners to set tasks for each other. can also be
these are complete in themselves but
submission.weeks. become excessive.
workload does not
within two Provide online through where feedback is
performance is not tasks
or in groups). just ticking off each criterion but
'stitched together' a final integrative
Create natural peer in a learning the projects.in a of
learners engage dialogue by group learner commentary.
Give plenty of documented feedback Organise a workshop where learners devise, in
opportunities for learners from later years to support or
Structure attempting to the feedback by to
has responded timeline of your module.
staged way over thean assessment, e.g. a
learners tasks so that learners are encouraged
Insteadfewer marksyou, correct of their own
collaboration with for some answer, point
mentor learners in earlier years. synthesis. This format
commenting on it. learners all where they can find the work.
assessment criteria the a opportunities for
allocate to marks for for final
assessmentsome choicepiece ofcorrect answer.
gives learners tasks andby allowing them to
discuss thelearners byproblems’ list. to draw up their
‘frequently occurring asking them
Empower criteria and standards expected beforehand,
and return to discuss progress in relationtask. Let them
own work plan for a complex learning to the criteria them which patches theirpathway so thatcriteria to
select to make comparisons against same the their
Link modules together as include in final reflective
a
task. plentycould be submitted points alongside
Write their of feedback to learners at theassess-
Give down some action with the point at
defineThis own Ask learners to attachto own specific they
during the project.milestones and deliverables before own work.criteria provided by you. or what
learners work in the same groups across a number of
account.
the begin. Assign some marks assessment. as
ment. they submit their work for if they deliver This
which the general
would like to know about a assessment,
modules.
would and on include a handout outlining
feedback might time.
Use learner response systems to make lectures more aspects they would like to improve.
interactive. in relation to to that difficulties shown
Provide homework activities improve their
should do next time known build on/link
suggestions Require learners in groups to generate the criteria used
by previous learner to assess their projects.
Facilitate teacher-learner feedback in class through the submission and provide feedback on learning are
Ask learners to presentmodel answers for
use oflearners to find one or two examples
Ask in-class tasks and opportunities to make
feedback techniques.
solutions in class supported by peer comments. self-assessmentexperience what is required foritself.
defined.
for feedback summative assessment in a safe environment.
of feedbackagainstshort questions on paper at end
comments that they found with feedback for the correct and incorrect answers.
Alignassessment.
their learning
opportunities to practisehow these might help
useful and explain provide feedback and
the work is marked. assessments.
them with future


Priority:

Provide opportunities ort
Deliver high quality e to act on
Encourage time and feedback feedback
Provide opportunities for limiting the word work for
Reduce the the numberof academicto count) and
Increase size (e.g. by your learners require-
Provide clear definitions of opportunities Use learners online theto involve relation to in
Explain to feedback is provided in learners
Give teaching time rationale of assessment
Ensure thatlearners multiple-choice tests to do
resubmission of of learning tasks
ments before each learning task.
(or assessments). Distribute these across the
identifying action pointsbased on to link the on
previously stated criteria, as this helps teaching
and feedback and then focus the class
before a class techniques.
areas of identified weakness
for future results of
the
from you is available. This ensures that the feedback
assessments. Learners could examine formulate
feedback to the expected learning outcomes.
these tests.
Model and is received when learners get ‘stuck’. Before an assessment, let learners
is timely
performance-level definitions. learners work
these‘patchworkof criteria for complex tasks; the
action points after having read
to deal with difficulties and/or Limita number text’ -completed assessments to
selected examples of a series of small, distributed,
Use the
Ensure feedback ensure learners engage but staff
feedback comments they types. (individually
written which are superior andhave received.
especially extended writing tasks,why Each of
identifyassignments of different where good
in class.
Provide opportunities for discussion and
workload does not become excessive. these are complete in themselves but can also be
within two weeks. Provide online through where feedback is
performance is not tasks
or in groups).
'stitched together'
just ticking off each criterion but
a final integrative
integratedworkshop where learners devise, in
is more aboutinto the task.
learners engage in a learning the learner a of commentary. producing a holistic response.
assessment or task provide feedback in
Give plenty of documented feedback Organise a
staged way over thean the feedback by
has responded to assessment, e.g. a
learners attempting timeline of your module.
Insteadfewer marksyou, correct of their own
collaboration with for some answer, point
commenting on it. learners all where they can find the work.
assessment criteria the a opportunitiesformat
allocate to marks for for final synthesis. This
assessmentsome choicepiece ofcorrect answer.
Empower learners byproblems’ list. to draw up their gives learners tasks andby allowing them to for
‘frequently occurring asking them
own work plan for a complex learning task. Let them them which patches their own in final that they to
select to make comparisons against their
to include specific criteria
reflective
task. plentycouldmilestones andwith thealongside
defineThis own be submitted points assess-
Write their of feedback to learners at the point at
Give down some action deliverables before Ask learners to add
Ask learners to attach three questions
own work.criteria provided by you. or what
account.
the begin. Assign some marks assessment. as
which the general
would like to know about a assessment,
would and on include a handout outlining
feedback might time. aspects they would like toregular small summative
Have learners undertake improve.
suggestions next time known build their
Provide homework activities that difficulties shown
in-class activities to out-of-class activities. ment, contract or charter their own work before
by previous learner
solutions in classto and opportunities to make
Ask learners supported by or two examples
find one peer comments. self-assessmentexperience on the assessment itself.
opportunities to as well as what is required for
defined.
for feedback tasks summative assessment in a safe environment.
of feedbackagainst their own work. found
comments that they
Alignassessment.
their learning
comparisons tasks so that students have
opportunities to practisehow these might help
useful and explain the skills required before
the work is marked. assessments.
them with future


 Deliver high quality

Encourage time
Clarify good performance
and feedback task
e ort on

engage actively with goals, criteria and standards, before, during it
Whatin and out of class and deep rather than surface learning?
kind of teacher feedback do you provide - in what ways does
and after an assessment task?
help learners self-assess and self-correct?




Encourage time
and e ort on task

engage actively with goals, criteria and standards, before, during
in and out of class and deep rather than surface learning?


Priority:

Deliver high quality e ort
Encourage time and feedback
Provide opportunities for limiting the word work and
Provide clear definitions of academic require-
Reduce the size (e.g. by your learners to count) Explain to feedback is rationale oftests to do
Give learners online multiple-choice assessment
Ensure thatlearners the provided in relation to
increaseproblem setsof learning tasks feedback
ments before each learning task. previously stated criteria, as this helps to link the on
and feedback and then focus the class teaching
from you is available. This ensures that the feedback feedback to the expected learning outcomes.
module.
Provide explicit marking criteria and these tests.
is timely and is received when learners get ‘stuck’.
performance-level definitions.
Make such tasks compulsory and/or carry minimal selected number text’ -completed assessments to
Use the examples of a series of small, distributed,
Limita ‘patchworkof criteria for complex tasks;
Ensure feedback ensure learners engage but staff identifyassignments of different types. Each of
written which are superior and where good
especially extended writing tasks,why (individually
within two weeks. or in groups).
performance is not just ticking off each criterion but
'stitched together' through a final integrative
Break up large assessment into smaller parts. is more about producing a holistic response.
commentary.
learners engage in a learning task. in advance of
Give plenty of documented feedback
Monitor performance and provide feedback in a Organise a workshop where learners devise, in
staged way over thean assessment, e.g. a
learners attempting timeline of your module. Insteadfewer marksyou, correct of their own
collaboration with for early assessments or
Award of providing the some answer, point
Empower learners byproblems’ list. to draw up their
‘frequently occurring asking them learners all where they can piece ofcorrect answer.
assessment criteria the a find the work.
allocate to marks for for final synthesis. This format
the documented criteria before they begin the gives learners some choice by allowing them to
own work plan for a complex learning task. Let them
task. plentycouldmilestones andwith the assess-
defineThis own be submitted deliverables before
Give their of feedback to learners at the point at Ask learners patches their own in final that they to
Ask learnersto attachto include specific criteria
select which to add three questions reflective
account.
they begin. Assign some marks assessment. as
planned and on include a handout outlining
feedback might time. aspects they would like toregular small summative
Have learners undertake improve.
Provide homework activities that difficulties shown
suggestions in relation to known build on/link
in-class activities to cohorts supplemented by
by previous learner out-of-class activities.
solutions in class supported by peer comments. self-assessmentexperience on the assessment itself.
opportunities to as well as what is required for
defined.
for feedback tasks and opportunities to make summative assessment in a safe environment.
Alignassessment.
their learning against that own work.
comparisons tasks so their students have
opportunities to practise the skills required before
the work is marked.


Priority:

Encourage time and e ort
Provide the size (e.g. by limiting the word count) and
Reduce clear definitions of academic require- Explain to learners the rationale oftests to do
Give learners online multiple-choice assessment
increase the number of learning tasks
ments before each learning task. and feedback and then focus the class teaching on
module.
Provide explicit marking criteria and these tests.
performance-level definitions.
Make such tasks compulsory and/or carry minimal selected examples of-completed assessments to
Use a ‘patchwork text’ a series of small, distributed,
marks (5/10%) to ensure learners engage but staff identifyassignments of different types. (individually
written which are superior and why Each of
or in groups).
'stitched together' through a final integrative
Break up large assessment into smaller parts.
learners engage in a learning task. commentary.
Organise a workshop where learners devise, in
Monitor performance and provide feedback in a
staged way over the timeline of your module. collaborationmarksyou, some of their own
Award fewer with for early assessments or
Empower learners by asking them to draw up their assessment criteria the a piece of work.
allocate all marks for for final synthesis. This format
the documented criteria before they begin the gives learners some choice by allowing them to
own work plan for a complex learning task. Let them
task. This couldmilestones andwith the assess-
define their own be submitted deliverables before Ask learnerspatches their own in final reflective to
select which to add to include specific criteria
account.
ment.
they begin. Assign some marks if they deliver as the general criteria provided by you.
planned and on time. Have learners undertake regular small summative
Provide homework activities that build on/link
ment, contract or charter where roles and
responsibilities in assessment and learning are
Provide learners with mock exams so they have
Provide learners with model answers for
Ask learners to present and work through their opportunities to experience what is required for
solutions in class supported by peer comments. defined.
assessment tasks and opportunities to make summative assessment in a safe environment.
comparisons tasks so their students have
Align learning against that own work.
opportunities to practise the skills required before
the work is marked.






engage actively with goals, criteria and standards, before, during





Priority:

Provide clear definitions of academic require- Explain to learners the rationale of assessment
ments before each learning task. and feedback techniques.

Provide explicit marking criteria and Before an assessment, let learners examine
performance-level definitions. selected examples of completed assessments to
identify which are superior and why (individually
or in groups).
reflection about criteria and standards before
learners engage in a learning task. Organise a workshop where learners devise, in
collaboration with you, some of their own
assessment criteria for a piece of work.
task. This could be submitted with the assess- Ask learners to add their own specific criteria to
ment. the general criteria provided by you.

Model in class how you would think through and Work with your learners to develop an agree-
solve exemplar problems. ment, contract or charter where roles and
responsibilities in assessment and learning are
Provide learners with model answers for
defined.
assessment tasks and opportunities to make
comparisons against their own work.


Priority:


Assessment and Feedback printable cards

More Related Content

Similar to Assessment and Feedback printable cards

More from Viewpoints, University of Ulster

Recently uploaded

Assessment and Feedback printable cards