This document summarizes key findings from research into feedback design and student learning conducted as part of the TESTA (Transforming the Experience of Students Through Assessment) project. Some of the main issues identified are that modular course design leads to an over-emphasis on summative assessment, leaving little time for formative feedback. Students report feedback is often untimely and not helpful for improving future work. The research also found tacit teaching philosophies can influence the nature and quality of feedback provided. Mass higher education is found to diminish the personal relationship between students and instructors. Suggestions to address these problems include redesigning courses to better integrate formative and summative tasks, using technology to provide more personalized feedback,
An abridged version of the staff training resource delivered at West Cheshire College in summer 2015. The full set of slides plus accompanying resources can be found at http://mycourse.west-cheshire.ac.uk/teacherstoolkit/?page_id=666
Transforming Student Learning: Feedback and CriteriaTansy Jessop
Interactive session shooting holes in feedback myths and exploring complexity of criteria, and marking as social practice with the Department of Performing Arts at Winchester.
An abridged version of the staff training resource delivered at West Cheshire College in summer 2015. The full set of slides plus accompanying resources can be found at http://mycourse.west-cheshire.ac.uk/teacherstoolkit/?page_id=666
Transforming Student Learning: Feedback and CriteriaTansy Jessop
Interactive session shooting holes in feedback myths and exploring complexity of criteria, and marking as social practice with the Department of Performing Arts at Winchester.
Why formative? What is it? Why doesn't it work? How can we do it better?Tansy Jessop
Evidence of the value of formative assessment for students' learning is compelling, but embedding formative assessment in programmes of study is difficult. This presentation uses data from the TESTA project to theorise why it is challenging, and proposes solutions from practice at the University of Winchester.
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• 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.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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
The French Revolution Class 9 Study Material pdf free download
TESTA, Southampton Feedback Champions Conference (April 2015)
1. The challenge of feedback design:
evidence, principles, action
Dr Tansy Jessop
TESTA Leader, University of Winchester
Southampton Feedback Champions Conference
29 April 2015
2. Feedback may feel like this…
An eternity of
endless labour,
useless effort and
frustration…
Homer 8th Century
BC
4. Why feedback is broken, why it
matters, and how we can fix it
5. Why feedback matters
1) “Feedback is the single most important factor in student
learning” (Hattie, 2009)
2) Diminishing learning gains:
Grades only
Grade + feedback
Feedback only (Black & Wiliam, 1998)
= Formative feedback matters.
6. Why assessment is broken
Design factors
Tacit philosophies
Dialogue and relationship
Educational paradigms
8. A key distinction
Summative assessment carries a grade which counts toward
the degree classification. It is generally considered ‘high risk’
by students.
Formative assessment consists of comments and does not
usually carry a grade (‘uncorrupted’ formative). In the TESTA
project, formative assessment is defined as requiring to be
done by all students.
9. Jessop, T. , El Hakim, Y. and Gibbs, G. (2014) The whole is greater
than the sum of its parts: a large-scale study of students’ learning in
response to different assessment patterns. Assessment and
Evaluation in Higher Education. 39(1) 73-88.
23 programmes
8 universities
1220 questionnaire responses
47 student focus groups
247 students in focus groups
Jessop, T. and Maleckar, B. (2014) The Influence of disciplinary
assessment patterns on student learning: a comparative study. Studies
in Higher Education.
18 programmes
8 universities
3 discipline groups
762 student questionnaire responses
13. Based on educational principles
‘Time-on-task’ (Gibbs 2004)
Challenging and high expectations (Chickering and
Gamson 1987)
Prompt, detailed, specific, developmental, dialogic
feedback (Gibbs 2004; Nicol 2010)
Internalising goals and standards (Sadler 1989; Nicol
and McFarlane-Dick 2006)
Deep learning (Marton and Saljo 1976)
14. Finding 1: Modular design renders
feedback less effective
Great for furniture
Not always great
for feedback and
assessment
15. Design issues
Too much summative
Huge increases in summative - range of UK
summative assessment 12-68 over three years
Indian and NZ universities – 100s of small
assessments – busywork, grading as ‘pedagogies of
control’
Disconnected feedback with ‘dangling’ data (Boud 2013)
16. Two minute pause
1. What quote, phrase
or word resonates
for you?
2. What central
problem or issue
does it highlight?
3. Any ideas for fixing
the problem?
17. What students say
Because they have to mark so many that our essay
becomes lost in the sea that they have to mark.
Now, after two months, I don’t even remember what I’ve
put down. And even if you give me feedback, I would be,
like, “did I write that?” And it’s almost not that helpful, no
matter what they say anymore.
If it's too long you forget what you've done, what your
thought-processes were at the time and why you wrote
certain things and it's kind of hard to relate the feedback
to what you were doing when you wrote the essay.
18. That’s the key thing - you need to have essays back, your first essays
back in order write you second one.
It’s difficult because your assignments are so detached from the next
one you do for that subject. They don’t relate to each other.
Because it’s at the end of the module, it doesn’t feed into our future
work.
We don’t get much time to think. We finish one assignment and the
other one is knocking at the door.
What students say…
20. A student’s lecture to her professors
The best approach from the student’s perspective is to focus
on concepts. I’m sorry to break it to you, but your students are
not going to remember 90 per cent – possibly 99 per cent – of
what you teach them unless it’s conceptual…. when broad,
over-arching connections are made, education occurs. Most
details are only a necessary means to that end.
http://www.timeshighereducation.co.uk/features/a-students-
lecture-to-professors/2013238.fullarticle#.U3orx_f9xWc.twitter
21. Finding 2: Modular design
squeezes out formative tasks and
feed-forward
The ratio of formative to summative in UK universities is
about 1:4
In focus groups, very few students describe encountering
formative tasks.
Students value formative feedback but it is rare.
22. What students say…
It didn’t actually count so that helped quite a lot because it was
just a practice and didn’t really matter what we did and we
could learn from mistakes so that was quite useful.
Getting feedback from other students in my class helps. I can
relate to what they’re saying and take it on board. I’d just shut
down if I was getting constant feedback from my lecturer.
I find more helpful the feedback you get in informal ways week
by week, but there are some people who just hammer on
about what will get them a better mark.
23. What students say…
I reckon the feedback given between the draft and when we
actually had to submit the first essay, was quite good.
Because it did help me realise that errors I’m prone to making,
without having to make them, if that makes any sense.
The most helpful I’ve had is when it’s not been feedback on the
final essay but on the proposal for it, and you can look at what
you’ve done and review how you might go about structuring it.
Once you get the feedback from like a practice thing then you
know how to write the assessments properly.
24. Finding 2: Fixing formative
What formative
assessment have you
participated in or
designed?
What are the barriers
to students doing
formative tasks?
Any ideas for
overcoming them?
26. What students say…
It told you some of the problems but it doesn’t tell you how
you can manage to fix that. It was, “Well, this is the problem.”
I was like, “How do I fix it?” They said, “Well, some people
are just not good at writing.”
Sometimes they just scratch through a bit and then they don’t
really say how you could change it. They say like ‘No’ or
‘Don’t put this in’ and you think ‘Well what do I put there? How
do I change it?’ It’s quite soul destroying.
I feel like I don’t want to book a tutorial because they don’t
care. I know I am right to want that but I feel awkward doing it.
When you do go and see them, they just rush through and it’s
just as fast as possible.
27. What students say…
If you go for help you can say “I’m struggling. I don’t know
where I’m going wrong...” and they just pacify you. “No, you’re
doing fine. Carry on the way you’re going” and the next thing
you know is that you’re not doing as well as you think because
they’re not giving you constructive criticism, which is what you
need.
They just pacify really. I went for help and they just told me what
I wanted to hear, not what I needed to know.
The kinds of things where it says, you know, this line of
argumentation is wrong, or this assumption you’re making is
wrong or something, is actually useful.
28. Here are some ways
in which you can
improve…
Some people are
just not good at
writing…
29. Finding 4: Mass higher education
has diminished dialogue, the
personal and relational
30. What students say
It was like ‘Who’s Holly?’ It’s that relationship where you’re
just a student.
Here they say ‘Oh yes, I don’t know who you are. Got too
many to remember, don’t really care, I’ll mark you on your
assignment’.
When I first started, I cared more and then I thought ‘Are they
actually taking any of this in? Are they making a note of my
progress or anything?’
31. What students say…
Once we’ve had spoken feedback, it’s gone. It’s much better, and
more personal, but then it’s gone.
We’ve had screencast, and audio feedback. You can see tutors
interacting with your piece, which is interesting. It really helped
me in terms of structure, and also with the method.
I liked the screen-casting. It was really good. And sometimes it’s
better than going to the lecturer, because I don’t feel
embarrassed and can keep going back to it.
I’d much rather sit down and get into a discussion with someone
because then if you don’t understand something you can still ask
why or say you don’t understand.
35. How to fix it
• A&F not an after thought in programme design
• Fewer summative tasks for measurement
• More formative tasks
• Students collaborate and produce for meaning
• Programme teams work together on A&F design
Better
design
• Feedback breaks down modular silos
• Feedback becomes a dialogue
• Students are involved in feedback processes,
self and peer
• Technology personalises feedback
• Students co-create feedback
Feedback
connects
36. Improvements in NSS scores on A&F – from bottom quartile in
2009 to top quartile in 2013
3/7 programmes with 100% satisfaction ratings post-TESTA
All TESTA programmes have some movement upwards on NSS
A&F scores
Programme teams are talking about A&F and pedagogy
Periodic review processes include a design phase using TESTA
to connect assessment, feedback and curriculum design
Curriculum as a ‘complicated conversation’ (Pinar, 2011).
Impacts at Winchester
37. References
Boud, D. and Molloy, E (2013) Rethinking models of feedback for learning: the challenge of design
Assessment & Evaluation in Higher Education, 38:6, 698-712
http://dx.doi.org/10.1080/02602938.2012.691462
Gibbs, G. & Simpson, C. (2004) Conditions under which assessment supports students' learning.
Learning and Teaching in Higher Education. 1(1): 3-31.
Gibbs, G. & Dunbar-Goddet, H. (2009). Characterising programme-level assessment environments that
support learning.
Assessment & Evaluation in Higher Education. 34,4: 481-489.
Harland, T. et al. (2014) An Assessment Arms Race and its fallout: high-stakes grading and the case for
slow scholarship. http://www.tandfonline.com/doi/abs/10.1080/02602938.2014.931927
Assessment and Evaluation in Higher Education.
Hattie, J. (2007) The Power of Feedback. Review of Educational Research. 77(1) 81-112.
Jessop, T. and Maleckar, B. (2014). The Influence of disciplinary assessment patterns on student
learning: a comparative study. http://www.tandfonline.com/doi/abs/10.1080/03075079.2014.943170
Studies in Higher Education. Published Online 27 August 2014
Jessop, T. , El Hakim, Y. and Gibbs, G. (2014) The whole is greater than the sum of its parts: a large-
scale study of students’ learning in response to different assessment patterns.
Assessment and Evaluation in Higher Education. 39(1) 73-88.
Nicol, D. (2010) From monologue to dialogue: improving written feedback processes in mass higher
education.
Assessment & Evaluation in Higher Education, 35: 5, 501 – 517.
Nicol, D. and McFarlane-Dick D. (2006) Formative Assessment and Self-Regulated Learning: A
Model and Seven Principles of Good Feedback Practice.
Studies in Higher Education. 31(2): 199-218.
Sadler, D.R. (1989) Formative assessment and the design of instructional systems.
Instructional Science, 18, 119-144.
Editor's Notes
Quaint notion of ‘reading for a degree’ disappearing