T pi he workshop 3

Teaching Practice
in Higher
Education
Workshop 3:
Assessment, marking and
feedback
Jon Guest (WBS)
Camilla Maclean (WBS)
Sara Hattersley (LDC)
May 2018

Review of the interim tasks
Another interesting technique to help the students develop
their critical analysis and structure of an academic paper is
the 'interrogating the text'. For example, the teacher could
ask the students to read only the abstract of an academic
paper, and try to identify: the contribution, the research
question, the methodology. This can be a useful skill to
develop also for their future assignments (for instance,
essays) in order to effectively select and recognize the papers
that can be useful for the purpose of the work. A strictly
related step would be the 'peer explaining': indeed, learning
how to explain the content and main message even of a brief
text such as the abstract of a paper is crucial to make sure
the comprehension is sufficient, and this stage would also
give the teacher a way to assess the level of the class.
The skills or
understanding
to be
developed
A rationale for
the skill
Drawing on the
practice-based
literature
Constructively aligned
curriculum
An example
activity

Review of the interim tasks
Drawing on
the
practice-
based
literature
Drawing on the
‘autobiographical
lens’ (Brookfield)
A rationale for
the suggestion
I guess I might be a bit conservative when it comes to introducing
active learning techniques, partially motivated by the fact that I quite
like lectures. Broadening my horizons here ;)
Regarding the methods…..the learning teams seems somewhat
complicated to me. Especially from a stats/economics perspectives, the
material cannot easily be understood by just reading resources, a more
through approach is necessary. This essentially goes for the majority of
methods here. I could see the peer explaining work in a tutorial where
students have to at least attempt the exercises at first anyway.
Summarising could work as well though I as a student would always
prefer to do this on my own and in my own style rather than work with
someone else.
The method of academic controversy requires a very advanced
understanding of economics and would probably only work in master's
modules due to the deep understanding requires to appreciate different
economic theories. However, it sounds quite fascinating and could even
be offered as a separate module of 'comparative economics' maybe.
Discipline-specific
examples and context
Explanation
for the
critique
Discussing
‘potential’

Warwick Business School
Question
 Please discuss the following question in
groups
 “What do you hope to get out of this
session? – biggest concerns about marking”
 http://b.socrative.com/login/student/
 Room number - 313230
 https://b.socrative.com/login/teacher
 Marking exams vs marking assignments

How important is assessment to students?
Students described all aspects of their study – what they
attended to, how much work they did and how they
went about their studying – as being completely
dominated by the way they perceived the demands of
the assessment system.
(Gibbs 2010)

Objectives of / for Learning?

Objectives of assessment and feedback
 Measurement - ‘Assessment of learning’/
summative assessment
 Supports/facilitates students’ learning -
‘Assessment for learning’/formative
assessment
 NB Different dimensions of the same assessment
 Provides tutor with evidence
 Effectiveness of teaching/learning
 Identifies those students who are struggling

Objectives of assessment and feedback
 Quality Assurance Agency for Higher Education
(QAA) developed the UK Quality Code for Higher
Education
 Part B:Assuring and Enhancing Academic Quality
“The activities are informed by an understanding that,
while the purpose of formative assessment is to facilitate
learning, summative assessment also has a formative
element”
Chapter B3 Teaching and learning

The measurement function of assessment
(Assessment of learning)
 The importance of consistency
 Inter-marker consistency – different assessors
awarding the same grade.
 Very difficult
 Some generic issues and some that are specific to
WBS.
 Intra-marker consistency – the same assessor
awarding grades in a consistent manner

The supporting learning function of assessment
(Assessment for learning)
 Effective feedback plays a crucial role
 How useful did you find the feedback you
received as an undergraduate?
 Can you think of any good examples?
 In groups comment on the following examples
of written feedback provided on assignments.
 http://b.socrative.com/login/student/
 Room number - 313230
 https://b.socrative.com/login/teacher

WBS Marking and Assessment
Policies and Processes

WBS Processes
 Use appropriate marking Criteria (UG/PG)
 Review answer guide/model answers provided by the
Module leader
 Use the 17 Point Scale
 Go through first 5 or 10 assignments/scripts looking
for benchmarks at both ends then go back and start
marking
 Check first few assignments/scripts with module
leader; is there consistency
 Understand the mywbs Online Marking Process for
coursework
 Identify assignments/scripts for moderation

Warwick Social Sciences UG Marking Criteria
18

WBS Processes Undergraduate Assignment Marking
Understand the mywbs Online Marking Process
Use on the online marking system (need access enabled)
Use the UG Marking Criteria
Use the 17 Point Scale
Review the Module Specific Evaluation Criteria
Identify Assignments for Moderation

WBS Policy on PhD Teaching and Marking
Undergraduate: PhD students should only be allocated teaching and marking
duties on undergraduate modules, and for seminar teaching rather than
lecturing. It may however be acceptable for a PhD student, in close consultation
with a member of academic staff, to give one or two undergraduate lectures.
Postgraduate: PhD students may, on occasion but subject to the approval of the
Pro Dean (Faculty), carry out teaching and / or marking duties on Masters-level
programmes with appropriate support from the module leader.
Marking: The Module Leader of any module eligible for first marking by PhD
students is responsible for setting and moderating marking standards. A PhD
student is not permitted to act as the second marker for any work that their
supervisor has first marked due to a potential conflict of interest.

Feedback

How effective is the feedback we provide?
 “For many students feedback seems to have
little or no impact despite the considerable time
and effort put into its production” Sadler (2010,
p535)
 “It is not inevitable that students will read and
pay attention to feedback even when it is
lovingly crafted and provided promptly” Gibbs
and Simpson (2002, p20)

Research at WBS - Summary of Findings
Few opportunities to receive assessment feedback due to the predominance of exam
assessment / few coursework assessments.
No individual exam feedback or return of exam papers (no opportunity for self-
reflective feedback - although this form is discounted).
No opportunity to develop personal learning relationships or have “feedback
conversations” with tutors.
Variability of feedback practice across modules and departments.
Perception that feedback practice is a low priority area, in terms of resources to
support it and tutor interest in it.
Insufficient quantity (“a few short sentences”)
Dislike of generic comments and use of standardised phrases – perceived as
impersonal and insufficiently focused on the students’ unique submission.
Lack of developmental focus or improvement suggestions.

Characteristics of effective formative
assessment and feedback
 Sadler (1989) argues that three conditions
must be met
 The student must:
 Develop a shared understanding with the tutor
of what a ‘good’ piece of work looks like
• Be able to identify weaknesses in their own
work – recognise the ‘gaps’ between their own
work and the standard.
• Know how to take appropriate actions to close
any gaps

National Student Survey
 Assessment and feedback questions
 8. The criteria used in marking have been clear
in advance.
 9. Marking and assessment has been fair.
 10. Feedback on my work has been timely.
 11. I have received helpful comments on my
work.

Some potential issues
 Do students understand the comments
 Balance of strengths and weaknesses
 Tone and phrasing
 Alignment between summative and formative
 How big is the gap?
 Developmental
 Relevance of comments for future work
 What guidance can you provide?

How big is the gap?
 ‘Not enough critical analysis’ – what is the right
amount?
 “It is difficult for teachers to describe exactly
what they are looking for, although they may
have little difficulty in recognising a fine
performance when it occurs. Teachers’
conceptions of quality are typically held, largely
in unarticulated form, inside their heads as tacit
knowledge”. (Sadler, 1989, p.54)

How useful are the comments for
subsequent work?
 To what extent are identified weaknesses
relevant for future assignments?
 Different types of weakness
○ Comments on specific subject content –
Will this subject content be assessed again?
○ Comments on general skills development –
structure of the answer, extent to which
the questions has been answered etc

subsequent work?
• “Of the analysed feedback containing
guidance, most comments were specific to
that particular piece of work – as if the
student had presented a draft that could be
re-submitted” Weaver (2006, p.388)
• “retrospective gap altering feedback”
• “future gap altering feedback”

subsequent work?
• “This assignment lacks clarity and logical
coherence”
or
• “To improve your grades in future
assignments, try to improve the clarity of your
arguments by defining key terms and
concepts”

subsequent work?
• “This assignment demonstrates that you do
not understanding theory x ”
or
• “Try to go back and study theory x again in
more detail. Many students find it difficult the
first time around but you will need to gain a
more thorough understanding if you want to
improve your performance in future
assessments in this module (both this and
other modules)”

Conclusion and Final Tips

Some general tips: Grade Boundaries
If you are giving a mark at x8 (48, 58, 68) it is ALWAYS a
good idea to explain why they got the mark they did.
More importantly to include a note about why it did not
achieve the higher grade.
This explains to the student what they need to do to
develop and to you when/if you need to re-read.
What they usually want to know at that stage is ‘what would I
have had to do to pass / 2:1 / get a distinction?’ And that
sentence or two tells them (and reminds you!)

Some general tips: language
 Another small tip –avoid the very prescriptive
‘should’ or ‘would’ comments e.g. you should
have done x, y and z.
 ‘Could’ comments are preferable e.g. you could
have done x, y and z to strengthen the
paper/your argument because of a, b and c.
 ‘Should’ kind of implies that there is a single
correct answer that we are looking for – which is
never the case at any level at somewhere like
Warwick.

Fails
Any failing assignment needs to be flagged up for the Module Leader
and must ALWAYS be second marked.
Sample comment to reflect why the paper failed:
“It is clear that the student has put effort into this assignment.
However, and unfortunately, this is a deeply problematic paper for
multiple reasons. For example, the paper fails to address or answer
the set assignment question. There are factual errors in relation to
comprehension of core concepts [provide an example]. Moreover, the
student does not appear to understand the arguments concepts they
are reproducing [give an example]. Therefore, this essay has failed to
fulfil the necessary academic requirements to pass the assignment.”
Plus… tell the student what they have to do to pass next time…

Plagiarism
Module Leader’s responsibility!
 Mark the paper as it stands,
but any concerns, let the ML
know
 Goes through turnitin
software
 High similarity scores can
result in ML applying penalty
or refering to Academic
Conduct
 Sometimes it’s a question of
plagiarism vs. poor
scholarship and referencing
i.e. not deliberate plagiarism,
but rather poor scholarship
and lack of understanding.

Marking Assignments for Students with SpLD’s
Dyslexia
Dyspraxia
Dysgraphia
Dyscalculia
Often common problems
with:
• Organisation
• Memory
• Focus / Concentration
• Spelling / Writing
• Reading

Guidance on Marking Assignments with SpLDs
Ignore grammar and spellings
Focus less on presentation issues
Worry less about the organisation of the argument and paper
Focus more on the content and the ideas
Reward analysis
Acknowledge the underpinning effort perhaps more so than you would for
students without SpLDs

The 6 tenets of assessment (HEA)
• promote assessment for learning;
• ensure assessment is fit for purpose;
• recognise that assessment lacks precision;
• standards constructed within communities;
• integrate assessment literacy into course design;
• ensure professional judgements are reliable.

The seven principles of good feedback
Good feedback practice:
1. helps clarify what good performance is (goals, criteria, expected
standards)
2. facilitates the development of self-assessment (reflection) in
learning
3. delivers high quality information to students about their learning
4. encourages teacher and peer dialogue around learning
5. encourages positive motivational beliefs and self-esteem
6. provides opportunities to close the gap between current and
desired performance
7. provides information to teachers that can be used to help shape
the teaching.
Taken from: Nicol, D. & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and
seven principles of good feedback practice, Studies in Higher Education, 34 (1), 199-218.

Students learn better when they…
• they become aware of their own relevant prior knowledge,
preconceptions, beliefs and values;
• set and maintain realistically high and personally meaningful
learning goals and expectations for academic success;
• learn how to study and learn effectively;
• understand criteria, standards and methods used to assess them
and how to use feedback on performance against those
standards;
• collaborate regularly and effectively with other learners and their
teachers to achieve shared, meaningful goals;
• invest adequate time and effort, effectively and efficiently in their
academic work
• seek and find connections to and applications of the concepts and
skills they are learning to their lives and work.
Angelo 2013,p.100

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