Feedback is another opportunity to teach our students. When our students are focused on the assessment that they have just completed we can talk about what they have done well in the assignment, what they might do better and what they can do differently next time. Many of us have opened our classroom doors to our colleagues and invited them to give us feedback on our teaching, but how many of us have shared our thoughts, ideas and strategies around our marking and feedback?
Teaching writing
Of the 4 skills, writing is arguably the most problematic for learners and often the most challenging
for teachers. Writing is not easy particularly when compared with speaking, where
reformulations, body language, clues from listeners can do much to compensate for a lack of
precision or inaccuracies when communicating messages. Time is also a factor – writing may be
relegated to homework tasks as there is often a feeling that writing in class uses up time which can
be more usefully spent on other activities. However, as this workshop aims to show, developing
good writing skills is conducive to the development of other language skills including
communication skills.
When students complete an assessment, as teachers, we then have an opportunity to respond through our marking and feedback. This is a wonderful chance to do a little more teaching, particularly individualised teaching, through our feedback.
Teaching writing
Of the 4 skills, writing is arguably the most problematic for learners and often the most challenging
for teachers. Writing is not easy particularly when compared with speaking, where
reformulations, body language, clues from listeners can do much to compensate for a lack of
precision or inaccuracies when communicating messages. Time is also a factor – writing may be
relegated to homework tasks as there is often a feeling that writing in class uses up time which can
be more usefully spent on other activities. However, as this workshop aims to show, developing
good writing skills is conducive to the development of other language skills including
communication skills.
When students complete an assessment, as teachers, we then have an opportunity to respond through our marking and feedback. This is a wonderful chance to do a little more teaching, particularly individualised teaching, through our feedback.
Workshop session for Evaluators and Endorsement Committee Members of the South African Council for Educators (SACE), given on 7-8 October 2014 in Centurion, South Africa
It talks about reflective teacher education, reflection by teachers and students,need for reflective teaching, reflective thinking, reflective practice, reflective action, strategies for promoting reflection, observation by peer, reflection diary and its feedback.
Differences between assessment and evaluationS. Raj Kumar
Assessment is a process of Evaluation is described Collecting, reviewing and using data for the purpose of improvement Evaluation describes as an act of passing judgment basis of evidence
Assessment pays attention‘ to teaching and learning
Evaluation focuses final outcome
Assessment is done at the beginning of the inquiry
Evaluation is usually done at the end
it is diagnostic It is judgmental
It is Formative it is Summative
It is process oriented It is product oriented
Provides feedback on
performance and are as of improvement
Determines to which objectives are achieved.
Based on observation and positive and negative Points Based on the level of quality as per set standard
set by both the parties
jointly (Assessor and Assesseee)
Set by the evaluator
It is absolute. It is comparative
Reflective practice is a discipline that ensures we give adequate time and attention to reflection in the learning cycle. It is necessary for the development of wisdom, and wisdom is necessary for effective change.
The purpose of this presentation is to provide an overview of "rubric" in language testing and assessment and to highlight the parts of a rubric through various dimensions. Moreover, it sets forth in creating awareness of the effective use of rubrics in measuring multiple dimensions of students' learning and in reflecting robustness of this critical assessment process.
Workshop session for Evaluators and Endorsement Committee Members of the South African Council for Educators (SACE), given on 7-8 October 2014 in Centurion, South Africa
It talks about reflective teacher education, reflection by teachers and students,need for reflective teaching, reflective thinking, reflective practice, reflective action, strategies for promoting reflection, observation by peer, reflection diary and its feedback.
Differences between assessment and evaluationS. Raj Kumar
Assessment is a process of Evaluation is described Collecting, reviewing and using data for the purpose of improvement Evaluation describes as an act of passing judgment basis of evidence
Assessment pays attention‘ to teaching and learning
Evaluation focuses final outcome
Assessment is done at the beginning of the inquiry
Evaluation is usually done at the end
it is diagnostic It is judgmental
It is Formative it is Summative
It is process oriented It is product oriented
Provides feedback on
performance and are as of improvement
Determines to which objectives are achieved.
Based on observation and positive and negative Points Based on the level of quality as per set standard
set by both the parties
jointly (Assessor and Assesseee)
Set by the evaluator
It is absolute. It is comparative
Reflective practice is a discipline that ensures we give adequate time and attention to reflection in the learning cycle. It is necessary for the development of wisdom, and wisdom is necessary for effective change.
The purpose of this presentation is to provide an overview of "rubric" in language testing and assessment and to highlight the parts of a rubric through various dimensions. Moreover, it sets forth in creating awareness of the effective use of rubrics in measuring multiple dimensions of students' learning and in reflecting robustness of this critical assessment process.
Christine Bauer-Ramazani focuses on alternative means of assessment using technology to monitor and evaluate student learning outcomes in project- and content-based learning environments. Examples are given.
Page 1 of 5
Coursework Assignment Brief
Semester: C15 Summer 2015
Module Code: PM206
Module Title: Logistics and Operations Management
Programme BSc (Hons) Business Management
BSc (Hons) Management with Human Resource
Management
BSc (Hons) Business Management & Information
Technology
BSc (Hons) Human Resource Management with
Information Systems BSc (Hons) Computer Science with
Information Systems
BSc (Hons) Oil & Gas Management
Level: Level 5
Awarding Body: Plymouth University
Module Leader Jonathan Lawal
Format: Report
Presentation: No
Any special
requirements:
All work should be submitted on the Student Portal along
with a Turnitin Report
Word Limit: 2,000 words (with 10% plus or minus leeway)
Deadline date for
submission:
Tuesday 11th August 2015
Learning outcomes
to be examined in
this assessment
(please note that
this is NOT the
assessment task)
• Critically evaluate methods of planning and
organising efficient operations and networking.
• Analyse the problems of controlling component
activities and of controlling quality
• Critically discuss methods of project evaluation and
of scheduling resources
Page 2 of 5
Percentage of
marks awarded for
module:
This assignment is worth 50% of the total marks for the
module
Assessment
criteria
Explanatory comments on the
assessment criteria
Maximum marks
for each section
Content, style,
relevance,
originality
Clear demonstration of rigorous
research from recognised
authoritative sources. Audience
focus.
50%
Format,
referencing,
bibliography
Rigorous use of the Harvard
Methodology for citation and
referencing; page numbering; correct
display of direct quotations.
10 %
Constructive critical
analysis,
introduction,
conclusion
Demonstration of a clear
understanding of the issues. Use of
academic models.
40%
Assignment Task
As the Operations Manager for any of the listed companies below, you are tasked
with the decision to outsource part of their products or services for added value to
the customer.
Using the decision logic of outsourcing, provide a detailed Logic map to indicate
what should be outsourced and what is to be kept in-house.
Analyse the factors that influence your decision to outsource or to remain in-house
using the 5 Performance objectives.
Evaluate the risks involved in the process of decision making and recommend
mitigating strategies to the risks.
Chose any one of the companies below for your analysis
• Google
• Shell
• BP
• Starbucks
• Costa
Total marks for assignment: 100
Page 3 of 5
Page 4 of 5
Generic Criteria for Assessment at Level 5
Marks 0-25 (Fail) 26-39 (Fail) 40-49 (3
rd
) 50-59 (2.2) 60-69 (2.1) 70-85 (1
st
) 86-100 (1
st
)
Assessment
categories
Knowledge &
Understanding of
Subject
Major gaps in
knowledge and
understa.
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The concept of assemble additional measures of students—portfolios, journals, observations, self-assessments, peer-assessments, and the like—in an effort to triangulate data about students.
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The suggested assignment aimed to help students understand the link between these two disciplines. Case studies from the mechanical and civil engineering industry were selected to develop the pilot assignments. The mathematical rules applied in this assignment were introduced in brief in the assignment information sheet to give students guidelines to carry out further online research. The preliminary statistical results show improvement in students’ multi-disciplinary knowledge in the different units and enhancement in their industrial experience.
Wondering where you belong on the spectrum between a technophobe and technophile? Curious as to how this affects your teaching? More tech-savvy generations of learners are entering our classrooms bringing not only their rich cultural contexts, but also new preferences of learning and engaging both with each other, and their educators. However, incorporating ed-tech strategies effectively into teaching can seem daunting to many educators.
Our experience shows that the development of digital capabilities in educators is highly dependent upon empowering, developing and enhancing the educators’ mindset. This presentation presents theoretical considerations for developing an educator’s digital capabilities and reviews examples of ed-tech professional development models to support and empower educators to successfully implement technology-enhanced teaching practices.
Do you ever feel out of your depth or overwhelmed with trying to manage students who come to you emotionally distressed? Does this affect your own stress levels?
Whether you are a teacher or support staff, it is essential for your own health and well-being and the well-being of your students that you feel resourced with strategies to manage these situations effectively.
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This webinar is a unique collaboration between agencies that promote New Zealand and Australian international education – Education New Zealand and Austrade. Kadi Taylor also throws into the mix the perspective of an education provider that straddles both sides of the Tasman, Navitas.
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Singing together is powerful. It helps us express our emotions, teaches us to harmonise our differences, and makes us feel part of a community. It also provides an opportunity for language learners to improve pronunciation, fluency, vocabulary and confidence in speaking. For international students living in Australia, a choir can become a family, and a home away from home. It’s a safe place to make friends, improve English, and explore a range of feelings.
In 2018, the first annual Raise Your Voice choir festival for international students was held in Brisbane. In these slides, Vicki Bos and Donna Cook share some of the goals, benefits and outcomes of the 2018 festival, and let you know all about the upcoming 2019 festival. Tune in to the recording if you’re interested in singing with your students, setting up a choir at your language school, or getting involved in the 2019 festival (and beyond).
Providing effective feedback for students can be a time-consuming and often frustrating experience for both student and teacher. In an attempt to identify a method for providing feedback that is both engaging for students and time-efficient for staff, a study comparing audio with written feedback was carried out at Curtin College.
Analysis of students' results indicates that while different types of feedback did not result in any significant difference in grades, the evidence from the study's survey indicates an overwhelmingly positive response by most staff and students to audio feedback.
In these slides, Gemma Clarke shares the results of her study and highlights some of the advantages and disadvantages of using audio feedback with a particular focus on Audacity.
Confidence is key: a successful approach to teaching statisticsLearningandTeaching
Teaching statistics has increasingly been regarded as a complex mission to accomplish as it consists of many different mathematical components with many variables. Despite extensive research work in developing education in statistics, this discipline still requires significant improvement in how it is taught. Most students at university have a lack of interest in undertaking statistics courses due different factors - some of them are related to teaching techniques and others are related to method of assessment.
In these slides, Saad Odeh presents an effective teaching technique in statistics developed by SIBT teachers. Rather than enabling the cohort by providing them with extra help to progress in statistics, the idea was to improve their confidence when they do the major assessment, 'the final exam'.
Co-designing a global pd program for 120 Navitas collegesLearningandTeaching
Transforming the student learning experience relies on the capabilities of our exceptional teachers. Learning and Teaching Services has launched Teaching Excellence at Navitas (TEN) - a strategic and innovative approach to the delivery and management of professional development at Navitas.
In these slides, Pauline Farrell and Christina Del Medico outline the co-design process of TEN.
Assessment can have a profound influence on student learning. Some students only seek to engage with that which is to be assessed. In other cases, assessment approaches can inhibit learning by assessing inappropriate things. Authentic assessments provide the means for teachers to influence learning in all the right ways and provide learning experiences that connect students with practical applications of the course materials. These type of assessments also involve active learning where students are motivated to make decisions and judgments and to learn by doing.
In these slides, Ron Oliver discusses how teachers can design and use authentic assessments in their classroom settings. He demonstrates various forms of authentic assessment that can be applied to develop and assess differing levels of learning outcomes.
Lead indicators for international education: What are the latest trends telli...LearningandTeaching
In these slides, Kadi Taylor and Darragh Murray take you through a snapshot of what the latest international education lead indicators are currently showing for the Australian international education sector, including analysis of offshore student visa grants and international student commencements.They examine sector and market trends, highlight emerging differences and give views around what these trends may mean for the medium-term outlook for international education in Australia. Throughout the webinar they provide data-driven answers to questions such as:How are offshore international student visa grants performing in the first half of FY19?How are our major source markets are performing and where might there be growth?What are the implications for any shifting trends in Australian international education?There will be an opportunity to ask questions and engage with the data.
In these slides, Anselm will unravel the mysteries of active learning. Bloom’s Taxonomy and ‘flipped learning’ are presented as theoretical lenses through which active learning may be better understood. Specifically, he argues that active learning consists of two components: ‘active’ and ‘learning’. In designing for engaging and meaningful student learning experiences, there should be an equal emphasis placed on both elements.
In this presentation, Bronwyn Mortimer and Gemma Clarke share how they achieved a complete redefinition of traditional group oral presentations using the S.A.M.R model.
A shift in mindset: How to embrace students' growing use of mobile devicesLearningandTeaching
Students’ mobile devices have become a prevalent sight in the classroom which will not soon abate. The presence of mobile devices has long been the cause of much frustration for teachers due to the necessity of repeating instructions and an overall drop in classroom participation.
In these slides, Paul Gregory shares his reflections on how a shift in mindset helped improve his attitude towards students and their non-academic use of mobile devices in the classroom.
By putting his theory to the test over an entire semester, Paul found that shifting the blame from the students empowered the instructor to incorporate change and made for a more productive and cohesive classroom experience.
In their shoes: Understanding the international student perspective LearningandTeaching
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In these slides, Jason Cormick-Dockery and Abraham Punnen discuss barriers to learning faced by international students and make recommendations for institutions and educators, including having subjects that promote intercultural differences.
A Strategic Approach: GenAI in EducationPeter Windle
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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.
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• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
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For more information, visit-www.vavaclasses.com
2. Agenda
Introductions people and courses
Writing the feedback
• Purpose of feedback
• Framing the feedback - rubrics
Situating the feedback
• Where in the course
• Places for feedback – bedside, ward, laboratory
Talking about the feedback
• With other teachers – comparing practice, building examples
• With students – dialogic feedback, cover sheets, understanding language
and intent use and acknowledge feedback
6. What is the purpose of feedback?
Confidence Building: Feedback can be used to give encouragement to students, to help
them to strive to further improve their work in the future
Performance Improvement: Feedback can be used to provide individuals with information
on how performance improvement can be implemented, and improvement plans produced.
Identify strengths and weaknesses: To enable the students to identify their strengths and
weaknesses within the module/task set.
Correction: Correct errors, and point out to students information that they might have
missed.
Feedback to aid intellectual achievement: where feedback is the assessment of outcomes
generated through undertaking assignments, students build their intellectual achievement
on the foundations of feedback.
Achievement: give students an idea of how well they have achieved
Clarification and accountability: where feedback is used to demonstrate/clarify how a
specific grade was reached- accountability.
Student experience: where feedback can be seen to enhance the quality of student
educational experiences.
10. CRITERION A B+ B C REFER/FAIL
Presentation & style
1 Presentation of
assignment
Shows a polished and
imaginative approach to the
topic
Carefully and logically
organised
Shows organisation and
coherence
Shows some attempt to
organise in a logical
manner
Disorganised/
incoherent
2 Clarity of
expression (incl.
accuracy, spelling,
grammar,
punctuation
Fluent writing style
appropriate to document.
Grammar and spelling
accurate.
Language fluent
Grammar and spelling
accurate
Language mainly fluent
Grammar and spelling
mainly accurate
Meaning appararent-rent,
but language not always
fluent Grammar and/or
spelling contain errors
Meaning unclear
and/or grammar and/or
spelling contain
frequent errors
3 Communication and
presentation
(appropriate to
discipline)
Can engage effectively in
debate in a professional
manner and produce detailed
and coherent project reports
Can communicate
effectively in a format
appropriate to the discipline
and report practical
procedures in a clear and
concise manner with all
relevant information in a
variety of formats
Can communicate
effectively in a format
appropriate to the
discipline and report
procedures in a clear and
concise manner with all
relevant information
Some communication is
effective and in a format
appropriate to the
discipline. Can report
practical procedures in a
structured way
Communication is
unstructured and
unfocused and/or in a
format inappropriate to
the discipline
4 Presentation (visual) Material is imaginatively
presented resulting in clarity
of message and information
Material is carefully
structured with clear
message and visual effect
Material included is
relevant to topic and has
been structured. Visual
aspect of presentation is
limited
Material presented is
relevant but lacks
structure or visual impact
Not all material is
relevant and/or is
presented in a
disorganised manner
5 Presentation (oral) Imaginative presentation of
material resulting in clarity
of message and information
Well structured and
signposted presentation.
Audible and pace
appropriate to audience.
Visual aids used to support
the presentation
Clearly structured and
addressed to audience.
Pace and audibility
satisfactory. Visual aids
used
Shows some attempt to
structure material for
presentation, pace and
audibility are satisfactory
most of the time
Material is difficult to
understand due to poor
structure and/or pace
and audibility
13. Feedback challenges
• Dealing with frustration when students don’t take
on board feedback
• Ensuring balance between positive and constructive
feedback
14. Situating the feedback
• Where in the course will the feedback apply
• Places for feedback – bedside, ward,
laboratory
15. Assessment strategy
• What are the assessments in the
course/programme?
• How do the assessments fit across
course//programme
• Where are the opportunities for feedforward?
19. Assignment in Engagement Folto
1 Presentation of
assignment
Shows a polished and
imaginative approach to the
topic
Carefully and logically
organised
Shows organisation and
coherence
Shows some attempt to
organise in a logical
manner
Disorganised/
incoherent
11 Use of literature/
evidence of reading
Has developed and justified
using own ideas based on a
wide range of sources which
have been thoroughly
analysed, applied and
discussed
Able to critically appraise
the literature and theory
gained from variety of
sources, developing own
ideas in the process
Clear evidence and
application of readings
relevant to the subject;
uses indicative texts
identified
Literature is presented
uncritically, in a purely
descriptive way and
indicates limitations of
understanding
Either no evidence of
literature being
consulted or irrelevant
to the assignment set
18 Critical reasoning Consistently demonstrates
application of critical analysis
well integrated in the text
Clear application of theory
through critical
analysis/critical thought of
the topic area
Demonstrates application
of theory through critical
analysis of the topic area
Some evidence of critical
thought/critical analysis
and rationale for work
Lacks critical thought
/analysis / reference
to theory
19 Reflection/evaluatio
n
Can critically review evidence
supporting conclusions/
recommendations including
its reliability, validity and
significance and can
investigate contradictory
information/ identify reasons
for contradictions.
Can select appropriate
techniques of evaluation
and can evaluate the
relevance and significance
of data collected.
Can evaluate the reliability
of data using defined
techniques and/or tutor
guidance.
limited and only partially
accurate evaluation of
data using defined
techniques and/or tutor
guidance.
Fails to evaluate or use
techniques of
evaluation, or
evaluations are totally
invalid.
35 Rationale Uses all available data to
evaluate the options. Clear
criteria are applied to
demonstrate reasons for
final
decision/choice/outcome.
Uses data to evaluate
options and selections of
final outcome clearly follows
from evaluation.
Uses data to evaluate
some options and
selection of final outcome
is linked to the evaluation
Presents benefits and
disadvantages of some
potential outcomes but
without providing clarity
on reason for final
outcome/choice.
Little explanation of
how the final
outcome/choice was
made OR no indication
of final
outcome/choice.
21. Talking with students about feedback
• dialogic feedback – being sure they
understand what we are saying,
• cover sheets – students identify what they
want feedback on
• acknowledge feedback – where they will use it
next
• Knowing it is feedback!