George, a final year business student, is assigned a 1500 word management report worth 50% of his grade. He receives written feedback on his report within 3 weeks along with a feedback tutorial. However, he receives no feedback on his 3 hour exam, which makes up the other 50% of his grade. The document discusses how students often fail to act on feedback or collect it, and explores different feedback formats and how to encourage students to engage more with formative feedback. It provides examples showing higher grades and engagement for students who submit drafts and receive feedback. The most effective feedback includes an action plan and is tailored to the specific assignment.
A case study of reflective learning online Eloise Tan
Slides from presentation by Eloise Tan, Dublin City University at annual CELT conference at NUIG, 2012. http://www.nuigalway.ie/celt/conference/conference12.html
Advocates and practitioners of online education often come together to talk among themselves
To the converted, so to speak
This is a chance to share some of the remarkable developments in online learning with a broader audience
To talk about accomplishments and challenges
Like “global warming” online learning isn’t going away
A case study of reflective learning online Eloise Tan
Slides from presentation by Eloise Tan, Dublin City University at annual CELT conference at NUIG, 2012. http://www.nuigalway.ie/celt/conference/conference12.html
Advocates and practitioners of online education often come together to talk among themselves
To the converted, so to speak
This is a chance to share some of the remarkable developments in online learning with a broader audience
To talk about accomplishments and challenges
Like “global warming” online learning isn’t going away
Strategies to Improve your Digital Well-being Using ePortfolios Marie B FisherePortfolios Australia
Digital well being is an important aspect of our work and study that often takes ‘a back seat’ in our overloaded lives.
The aim of this paper is to reflect on what Digital Well being means to us and how ePortfolios can be used to achieve our life and work goals.
How do we define digital well being? Why is it important?
How can we refresh and use our ePortfolios to improve our job prospects, engagement or collaboration with others and work life balance?
What can we change in our approach when challenges overwhelm or stymie our Digital well being?
This is the Powerpoint presentation on the limitations of Summative Assessment for our PGCAP Action Learning Set. (c) John Cocksedge, Jaime Pardo, Monica Casey and Tahira Majothi, University of Salford 2011.
Rossiter and Biggs (2008) - Development of Online Quizzes to Support Problem-...cilass.slideshare
Presentation given by Dr Diane Rossiter and Dr Catherine Biggs of the Department of Department of Chemical and Process Engineering at the University of Sheffield at the 2008 International Blended Learning Conference (University of Hertfordshire), entitled: "Development of online quizzes to support problem-based learning in chemical engineering"
Closing the 2-Sigma Gap: Eight Strategies to Replicate One-to-One Tutoring in...David Wicks
David Denton (Seattle Pacific University, USA)
David Wicks (Seattle Pacific University, USA)
Vicki Eveland (Seattle Pacific University, USA)
Benjamin Bloom, probably best known for Bloom's Taxonomy, contributed significant research and theory on a wide array of educational topics, including the effects of tutoring on student achievement. In 1984, Bloom wrote an article titled The 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring. Bloom found that one-to-one tutoring improved student performance two standard deviations above the mean on academic measures in comparison to students taught in conventional classrooms.
These findings are unsurprising to most educators. However, the critical question derived from Bloom's (1984) research is whether teachers in conventional classrooms can replicate characteristics of one-to-one tutoring.
The replication question persists today, regardless of level or subject area. A significant pursuit of all educators is to use the most effective instructional practices available in order to raise student achievement. One way to organize effective practice is through characteristics of teaching and learning that replicate one-to-one tutoring. Examples that qualify this pursuit in current terms include differentiated instruction and adaptive learning systems such as Khan Academy (Office of Educational Technology, 2013).
Finding ways to more closely approximate characteristics of one-to-one tutoring in conventional settings inspires educators to experiment with alternative instructional formats. One of these is blended learning, which combines elements of online, classroom, and mobile engagement techniques (Strauss, 2012). However, some have suggested that blended learning is a fad, and subject to the same kind of waning interest as other educational innovations (Strauss, 2012).
Implementing and sustaining educational innovation, such as blended learning, depends on the use of effective instructional strategies. Characteristics of one-to-one tutoring provide a set of benchmark activities for identifying and organizing these types of effective practices within the context of blended learning environments.
Instructors choose from a wide variety of instructional practices to meet their objectives. However, not all practices have the same effect. Selecting and implementing the most effective strategies is critical, regardless of learning venue. One framework for organizing blended learning methods is through one-to-one tutoring, especially since instructional practices characteristic of tutoring have an enormous effect on student achievement.
Presenters in this informational session summarize ways instructors merge characteristics of one-to-one tutoring, along with example strategies to enhance blended learning. Participants integrate preferred methods according to their contexts through discussion and small group collaboration.
Beyond written comments - using video feedback to improve students' writing -...LearningandTeaching
Using screen capture software to create feedback videos for students is creating substantial interest in the educational community.
In this presentation, Michelle will outline the basics of creating feedback videos and explore some of the possibilities of this idea. In addition, Michelle will discuss her research which looks at the impact of video feedback on the wording and content of comments, and how video commentary enhances students' understanding and uptake of feedback.
Fernvale Living and Leisure Village is a residential resort village where you enjoy the amenities of a first class resort and the safety and security of a gated community. It is a planned community with top-grade infrastructure, including full underground electricity and other utilities.
Fernvale has many leisure options for the pleasure of the residents. Fernvale Leisure Club, with its big clubhouse and vast multi-level and multi-feature swimming pool, is now done. The Fernvale Sports Club with is many ports facilities will now be built. Phase 2 will include the Fernvale Boat Club with its own clubhouse and marina on the sea.
In Fernvale nature reins supreme. The river all the way to the sea will be preserved, and its riverbank maintained as a linear park. The adjacent mangrove forest will be preserved. Several areas in the project are allotted for parks and community amenities.
Fernvale is now developing into a community. Several buyers have already built or started building their homes or vacation villas. All of them except 1 selected us as their builder. There is now a large number expats, Metro Manilans, and Coronians who bought a lot. It is now growing into a multinational village, with 9 countries already represented.
Fernvale is at the most upscale location in Coron. It is fronting the National Highway. It is 10 minutes from the urban center, but not affected by congestion. It is also 30 minutes from the airport, 15 minutes from the seaport, and 10 minutes from the boat station.
The project is now now 90% complete and ready for living in. Road concreting will be completed this summer. Underground utilities are targeted for completion within 2014.
Every lot already has a separate title. You have the option to purchase your lot through our inhouse financing or through the bank or PAGIBIG. You also have the option to buy lot only or a
house and lot package.
Website: http://fernvalecoron.blogspot.com/
Email: mbrmls@gmail.com
Strategies to Improve your Digital Well-being Using ePortfolios Marie B FisherePortfolios Australia
Digital well being is an important aspect of our work and study that often takes ‘a back seat’ in our overloaded lives.
The aim of this paper is to reflect on what Digital Well being means to us and how ePortfolios can be used to achieve our life and work goals.
How do we define digital well being? Why is it important?
How can we refresh and use our ePortfolios to improve our job prospects, engagement or collaboration with others and work life balance?
What can we change in our approach when challenges overwhelm or stymie our Digital well being?
This is the Powerpoint presentation on the limitations of Summative Assessment for our PGCAP Action Learning Set. (c) John Cocksedge, Jaime Pardo, Monica Casey and Tahira Majothi, University of Salford 2011.
Rossiter and Biggs (2008) - Development of Online Quizzes to Support Problem-...cilass.slideshare
Presentation given by Dr Diane Rossiter and Dr Catherine Biggs of the Department of Department of Chemical and Process Engineering at the University of Sheffield at the 2008 International Blended Learning Conference (University of Hertfordshire), entitled: "Development of online quizzes to support problem-based learning in chemical engineering"
Closing the 2-Sigma Gap: Eight Strategies to Replicate One-to-One Tutoring in...David Wicks
David Denton (Seattle Pacific University, USA)
David Wicks (Seattle Pacific University, USA)
Vicki Eveland (Seattle Pacific University, USA)
Benjamin Bloom, probably best known for Bloom's Taxonomy, contributed significant research and theory on a wide array of educational topics, including the effects of tutoring on student achievement. In 1984, Bloom wrote an article titled The 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring. Bloom found that one-to-one tutoring improved student performance two standard deviations above the mean on academic measures in comparison to students taught in conventional classrooms.
These findings are unsurprising to most educators. However, the critical question derived from Bloom's (1984) research is whether teachers in conventional classrooms can replicate characteristics of one-to-one tutoring.
The replication question persists today, regardless of level or subject area. A significant pursuit of all educators is to use the most effective instructional practices available in order to raise student achievement. One way to organize effective practice is through characteristics of teaching and learning that replicate one-to-one tutoring. Examples that qualify this pursuit in current terms include differentiated instruction and adaptive learning systems such as Khan Academy (Office of Educational Technology, 2013).
Finding ways to more closely approximate characteristics of one-to-one tutoring in conventional settings inspires educators to experiment with alternative instructional formats. One of these is blended learning, which combines elements of online, classroom, and mobile engagement techniques (Strauss, 2012). However, some have suggested that blended learning is a fad, and subject to the same kind of waning interest as other educational innovations (Strauss, 2012).
Implementing and sustaining educational innovation, such as blended learning, depends on the use of effective instructional strategies. Characteristics of one-to-one tutoring provide a set of benchmark activities for identifying and organizing these types of effective practices within the context of blended learning environments.
Instructors choose from a wide variety of instructional practices to meet their objectives. However, not all practices have the same effect. Selecting and implementing the most effective strategies is critical, regardless of learning venue. One framework for organizing blended learning methods is through one-to-one tutoring, especially since instructional practices characteristic of tutoring have an enormous effect on student achievement.
Presenters in this informational session summarize ways instructors merge characteristics of one-to-one tutoring, along with example strategies to enhance blended learning. Participants integrate preferred methods according to their contexts through discussion and small group collaboration.
Beyond written comments - using video feedback to improve students' writing -...LearningandTeaching
Using screen capture software to create feedback videos for students is creating substantial interest in the educational community.
In this presentation, Michelle will outline the basics of creating feedback videos and explore some of the possibilities of this idea. In addition, Michelle will discuss her research which looks at the impact of video feedback on the wording and content of comments, and how video commentary enhances students' understanding and uptake of feedback.
Fernvale Living and Leisure Village is a residential resort village where you enjoy the amenities of a first class resort and the safety and security of a gated community. It is a planned community with top-grade infrastructure, including full underground electricity and other utilities.
Fernvale has many leisure options for the pleasure of the residents. Fernvale Leisure Club, with its big clubhouse and vast multi-level and multi-feature swimming pool, is now done. The Fernvale Sports Club with is many ports facilities will now be built. Phase 2 will include the Fernvale Boat Club with its own clubhouse and marina on the sea.
In Fernvale nature reins supreme. The river all the way to the sea will be preserved, and its riverbank maintained as a linear park. The adjacent mangrove forest will be preserved. Several areas in the project are allotted for parks and community amenities.
Fernvale is now developing into a community. Several buyers have already built or started building their homes or vacation villas. All of them except 1 selected us as their builder. There is now a large number expats, Metro Manilans, and Coronians who bought a lot. It is now growing into a multinational village, with 9 countries already represented.
Fernvale is at the most upscale location in Coron. It is fronting the National Highway. It is 10 minutes from the urban center, but not affected by congestion. It is also 30 minutes from the airport, 15 minutes from the seaport, and 10 minutes from the boat station.
The project is now now 90% complete and ready for living in. Road concreting will be completed this summer. Underground utilities are targeted for completion within 2014.
Every lot already has a separate title. You have the option to purchase your lot through our inhouse financing or through the bank or PAGIBIG. You also have the option to buy lot only or a
house and lot package.
Website: http://fernvalecoron.blogspot.com/
Email: mbrmls@gmail.com
HEIR conference 8-9 September 2014: Forsyth and StubbsRachel Forsyth
Rewriting the Rules: Institutional procedural change based on analysis of student feedback
As part of a large JISC-supported institutional project on assessment and feedback, two different types of institutional data were analysed to identify potential changes to assessment procedures and practice. Comments from institutional student survey data were analysed to identify 10,000 comments relating to assessment. Coding of these comments enabled the project team to identify a series of areas for change which were common across the institution, rather than just using the survey data for course-level changes, which had happened in the past. This led to the production of new institutional assessment procedures designed to improve the student experience. Institutional records about assignment types, which had been produced simply to support course validation, were then analysed to discover the ten most common types of assignment in use across the institution. Detailed guidance on implementing the new procedures was then developed for these ten assignment types, which accounted for two-thirds of the total number of assignments being taken by students. The combination of data from different parts of the institution has enabled change to be made and supported in a way novel to the university.
Dr Sharon Flynn: Teaching with technology - assessment for learningTLCITC
Keynote address on Teaching with Technology - Digital Week IT Carlow 25/02/16
Watch presentation here: https://youtu.be/eG-iuzNuxRI?list=PLJKpXoDcDqMhZlPuwA86bOKtS7_Kd2RXj
Research in Distance Education: impact on practice conference, 27 October 2010. Presentation in Assessment Strand by Dr Stylianos Hatzipanagos, Lecturer in Higher education/Head of e-learning, King’s College London. Teaching and Research Award Holder.
More details at www.cde.london.ac.uk.
Research in Distance Education:
from present findings to future agendas. Evaluation and Assessment strand presentation.
Dr Wayne Morrison
External Laws Programme
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Overview on Edible Vaccine: Pros & Cons with Mechanism
Formative Feedback Harper Adams LT Forum
1. Formative feedback
Rod Cullen, Learning and Research Technologies
@RodCullen, r.cullen@mmu.ac.uk
Rachel Forsyth, Centre for Excellence in Learning and Teaching
@rmforsyth, r.m.forsyth@mmu.ac.uk
2. Outline
• The use of written, audio and video feedback formats
• Student perspectives and experience of receiving
feedback in different formats
• Tutor perspective and experience of providing
feedback in different formats
3. Impact of feedback
“Feedback is arguably the most important aspect of the
assessment process in raising achievement”
(Bloxham and Boyd, 2007)
“Arguably the most powerful enhancement to learning is
feedback during learning”
(Biggs and Tang, 2007)
… however
“academics frequently report frustration that students
fail to act on feedback or to collect it at all”
(Jollands et al. 2009, Bloxham and Boyd, 2007)
4. Activity 1
Why do students often
fail to act on feedback
or to collect it at all?
5. Possible Assessment Scenario
In the final year of his Business Management degree George is set the
task of producing an individual 1500 word management report based on
case study materials that he has been studying with his tutorial group. The
report constitutes 50% of the final unit grade the other 50% is assessed by
a 3 hour examination at the end of the semester.
The hand in date for the essay is 6 weeks before the examination. The
work is marked within 3 weeks and returned to George with his mark and a
detailed written feedback proforma. The assignment is also discussed in a
feedback tutorial during the week the work is returned. The report tests
two of the 5 learning outcomes for the unit. These learning outcomes are
therefore not tested in examination (which tests the remaining three
learning outcomes).
George sits the examination for the unit which is marked in time for exam
board. George is given the mark awarded for the examination but receives
no verbal or written feedback on his performance in the exam.
Will this feedback
help me get a
better mark for
the report?
Will it help me to
do better in the
exam?
Activity 2: How do we want George to
use the feedback he receives on his report?
6. “feedback provided by tutors
focused on performance on the
assignment being assessed…
students often struggle to transfer
learning from one unit to another”
Orsmond et al, 2011
Biggs and Tang (2007) do not
regard the feedback provided
on end of unit summative
assessment as formative as
the feedback is provided when
the unit is effectively finished
and students rarely pay
attention to comments
provided at the end of a
course.
Glover and Brown (2006)
comment that in terms of
written feedback students
receive plenty of it, but that it
is often misunderstood in
relation to assessment
criteria.
Orsmond et al. (2005) found that a majority of
students preferred verbal feedback from tutors
as it enabled questioning and discussion.
7. Some personal thoughts and lots of questions
Tricky relationship
between formative and
summative
assessment
Students are very
strategic about their
engagement with
assessment
The value of formative
actives and feedback
in general are often not
apparent to students
We tend to design
assessment strategies
at unit level rather than
the programme level
When is feedback most
useful to students?
Will students complete work
if it doesn’t get a mark?
Can we better motivate
students to engage with
formative assessment
and feedback?
What is the most
effective way to
give feedback?
Do students
understand the
feedback they
receive?
How does feedback
enhance learning i.e. how
do students use the
feedback they receive?
What impact
does feedback
have on
attainment?
8.
9. Targeting formative feedback
1. Set
Assignment
2. Draft
Submission
(Optional)
3. Formative
Assessment
4. Reflection
and
Reworking
5. Complete
Submission
6. Summative
Assessment
“Formative
Feedback”
directly linked
to current task
“Summative
Feedback”
or
“Feedforward”
to inform future
work
Directly linked
Indirectly linked
Not linked
10. Three Case Studies + two of our own modules
Tropical Land Use and Conservation (20 credits)
2010/11 Level 5 cohort of 40 students
Written (2000 word) assignment mid-way through the autumn term
Dr Francis Brearley
Accounting, Finance & Economics (30 Credits)
2011/12 Level 6 cohort of 251 students
Written (2000 word) assignment examining theory in relation to real world
mergers and acquisitions
Wendy Wild and Peter Wild
Employment and People Management (30 credits)
2011/12 Level 5 cohort of 98 students
A written (2000 word) reflective essay
Ed Bielinski
11. Assessment in Higher Education module
Ongoing action research as reflective practice
• 15 credits
• Offered as a f2f unit (four half-days) or an open,
online unit (6 weeks)
• Average enrolment 20
Enhancing Learning, Teaching and
Assessment with Technology module
• 30 credits
• Offered as a f2f unit (12 half-days)
• Average enrolment 20
12. Formative assessment model
Online
Preparation
In Class
Session 1
Online
formative
activity
Online
Preparation
In Class
Session 2
Online
formative
activity
Week 1 Week 2
Feedback Feedback
Portfolio of tasks
Assessment Strategy
• Mini-portfolio of formatively assessed
activities
• Built week by week (developmental),
underpinning summative assessment task
• Regular, rapid, personalised feedback
• Individual tasks provide evidence/basis for
summatively assessed review of assessment
13. Will students complete work if it
doesn’t get a mark?
Can we better motive students to
engage with formative assessment
and feedback?
15. Course % Non-Sub of Draft
Tropical Land Use and Conservation (20 credits)
2010/11 Level 5 cohort of 40 students 37%
Accounting, Finance & Economics
2011/12 Level 6 cohort of 251 students
40%
Employment and People Management (30 credits)
2011/12 Level 5 cohort of 98 students 50%
17. Percentage
DCVLE & DEBOL (10 credits) attendance & formative submission 2008-13
1. Reasonably high overall attendance
2. Generally high (70% +) submission rates for formative tasks
4. Consistently lower submission rates for the last week 4
MA
Summativ
e
Assessm
ent
3. Use of the feedback is embedded in the online prep and F2F activities
18. Take home messages
Students need to see the “value” in formative
assessment and feedback
Holistic assessment strategy that integrates formative
and summative assessment
Clear signposting required
More attention on learning how to learn
19. What impact does feedback have
on attainment?
How does feedback enhance
learning: how do students use the
feedback they receive?
21. Tropical Land Use and Conservation
Brearley F.Q. and Cullen W.R. (2013) Providing formative audio feedback on a
written assignment. Bioscience Education eJournal Vol 20, pp 22-36
http://journals.heacademy.ac.uk/doi/abs/10.11120/beej.2012.20000022
Complete
4 (16%)
Work in Progress
15 (60%)
Outline
6 (24%)
Submitted 25 (63%) Non-submitted 15 (37%)
60.8% 52.6%
Summativegrade
69.8% 61.6% 51.8%
Fine tuning Reiteration & EvidenceFine tuning & Content
Hand-in
Feedback length
Feedback content
66.6
%
61.3
%
46.2
%
46.2
%
22. Complete
4 (16%)
Work in Progress
15 (60%)
Outline
6 (24%)
Submitted 25 (63%) Non-submitted 15 (37%)
60.8% 52.6%
Summativegrade
69.8% 61.6% 51.8%
Fine tuning Reiteration & EvidenceFine tuning & Content
Hand-in
Feedback length
Feedback content
66.6
%
61.3
%
46.2
%
46.2
%
1. Time on task
2. Better organised/more
strategic
3. Improved performance
4. More feedback, better
understood, easier to
respond to
5. Is this simply making
better students better?
1
2
4
3
5
23. Accounting, Finance and Economics
Same assignment
– previous cohort
Suggested grade for
draft submission
24. Take home messages
Quality of submission influences the quality of the
feedback
The “timing” of the feedback is maybe more
important than the “speed of the feedback” and
“method” of feedback
Where participation is optional the effect may be to
make the “best” students better rather than helping
those who most need it academically
More attention on learning how to learn
25. What is the most effective way to
give feedback?
27. Student perspectives: Text v Audio v Video
Prefer audio and video
to written feedback
Personal and Engaging
Understandable
Annotations important
50:50 split between
audio and video
Utilised differently
Video more impact
Audio more reflective
Cullen W. R. (2011) A multi-technology formative assessment strategy, Media-Enhanced Feedback case studies and
methods, Proceedings of the Media-Enhanced Feedback event, Sheffield, 27 October 2010 pp 28-33
http://ppp.chester.ac.uk/images/4/43/Middleton-Media-enhanced_feedback_proceedings-final.pdf
28. Institutional changes: Feedback
plans for every task
• What format will the
feedback be in?
• How much can students
expect?
• What should they do with
it?
29. • You will receive your feedback in the form of annotations
on the text and a copy of the marking criteria, highlighted
to show what level you achieved.
Feedback 1
• You will receive your feedback in an audio file. The mark
will be provided separately, in Moodle
• I will not annotate your submission.
Feedback 2
• You will receive your feedback on a standard departmental
feedback sheet.
• The submission will not be returned to you: keep a copy.
Feedback 3
• Generic feedback will be given to the whole class at the
session on 10 January.
• You will receive a copy of the marking criteria, highlighted
to show what level you achieved.
Feedback 4
30. • I suggest that you work carefully through the text,
making corrections and then make three or four action
points to address before your next similar assignment.
Feedback
Action 1
• Make yourself three or four action points as you listen
to the audio file. Post them onto the anonymous
forum and I’ll construct a class action plan for common
areas.
Feedback
Action 2
• On the standard departmental submission sheet for
your next assignment, write down what you’ve done
differently as a result of the feedback on this
assignment.
Feedback
Action 3
• I’ll give the generic feedback to the tutor on Unit B, so
that they can address any issues or avoid repeating
topics you’re already confident in.
Feedback
Action 4
31. Take home messages
Preference for audio and video feedback – influenced
by the type of task and/or novelty value
Annotations seem to be important for “navigation”
purposes
Preference may be influenced by learning styles
Choice of format should be determined by the task and
the purpose of the feedback
32. Thank you for taking part
https://assessmentinhe.wordpress.com/
Assessment in Higher Education Open Course
Rachel Forsyth & Rod Cullen
Six weeks from Friday 6 May 2016
1 Topic, 1 Formative Task and 1 Webinar per week
33. References
Boud, D. (1995). Assessment and Learning: contradictory or complementary? Assessment for Learning in Higher Education. P.
Knight. London, Kogan Page: 35-48.
Biggs, J. B. and Tang, C. (2007). Teaching for quality learning at university. Open University Press/Mc Graw-Hill Education.
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Editor's Notes
All practice development projects/dissertation topics PG Cert/MA Academic Practice
Opportunistic Action Research
The study was undertaken within a 20 credit, third-year (level six) undergraduate unit, ‘Tropical Land Use and Conservation’, taught in the School of Science and the Environment at Manchester Metropolitan University (2010/2011 cohort). The 2010 unit had a cohort of 40 students who were invited to participate in the study.
In brief, students were set a written assignment mid-way through the autumn term and encouraged to submit a draft on which audio feedback was provided two weeks before the final submission deadline near the end of term. A full overview of the assessment strategy, including the formative and summative feedback elements, employed in the study is provided in Table 1.