The focus group discussion centered around students' experiences with a new visual feedback system called the "assessment bullseye". Key themes that emerged included: 1. Students found the visual analogy easy to understand and helped them comprehend their personal progress and how their work related to learning outcomes. However, some commented it should be used alongside written feedback. 2. The system improved students' assessment literacy as they were more engaged with learning outcomes and self-assessment. They demonstrated better understanding of feedback and judgment of their own work. 3. Emotionally, most students had a positive response, finding it motivating and helping their confidence. However, some experienced pressure in self-assessment or were worried about grades changing after

1. Rob Vinall
Senior Lecturer
BA (Hons) Interior Architecture
Juliet Eve
Assistant Head of School
Centre for Learning & Teaching
The Assessment Bullseye
Engaging students via a visual feedback artefact

2. NICOLSADLERBOUDEVANS
CARLESSJESSOPBROWNWINSTONE

3. information about the gap between actual and reference levels is
considered as feedback only when it is used to alter the gap. […]
students have to:
(a) possess a concept of the standard (or goal, or reference level)
being aimed for, (b) compare the actual (or current) level of
performance with the standard, and (c) engage in appropriate action
which leads to some closure of the gap.
(Royce Sadler, 1989: 121)

4. Appreciating Feedback Making Judgements Managing Affect
Taking action
Theory
Developing Assessment & Feedback Literacy
The development of student feedback literacy: enabling uptake of feedback
Assessment & Evaluation in Higher Education, 43:8, 1315-1325
David Carless & David Boud (2018)

5. Context
A Visual Discipline

6. Context
Aims & Research Questions
1. In what way does a visual feedback system influence a student’s
understanding of the process of feedback and assessment?
2. Can a visual feedback system influence students’ interpretation
of their progress in relation to feedback from tutors?
3. In what way does the system encourage or discourage the
ability of a student to self-assess their work?

7. Design
Visualising ‘the Gap’
Assessment Task 2
Assessment Task 1
LO1
LO2
LO3
LO4
LO5

8. Design
Visualising ‘the Gap’
Assessment Task 2
Assessment Task 1
LO1
LO2
LO3
LO4
LO5

9. Design
Visualising ‘the Gap’
Assessment Task 2
Assessment Task 1
LO1
LO2
LO3
LO4
LO5

10. Design
Visualising ‘the Gap’
Assessment Task 2
Assessment Task 1
LO1
LO2
LO3
LO4
LO5
The ‘Gap’ visualised
Tutor
Student

11. Design
Self Assessment Process
student assesses their work
prior to formative
submission
student fills in the
assessment bullseye and
hands in with work
tutor assesses student
work with written / aural
feedback
tutor overlays their assessment
onto the student assessment
bullseye and gives back to student
student and tutor have
targeted and specific tutorial
in relation to overlay

12. Research Methodology
Initial Research

13. Research Methodology
Initial Research

14. Research Methodology
Focus Group

15. Activity
Trying it out!
The Brief
You have 5 minutes to draw "Assessment & Feedback”
Aims:
1. To effectively communicate and represent assessment and feedback in a visual way
2. To not be precious, and have fun!
Learning Outcomes:
LO1 - Demonstrate and accurately communicate a type of assessment & feedback
LO2 - Demonstrate the application of inventive communicative techniques
LO3 - Demonstrate a visual representation without verbal description
Timing:
5 minutes to draw
1 minute to self assess
1 minute to peer assess
3 minute to discuss the results of visually assessing

16. it lets you know where you are in relation to specific learning outcomes
Visual
Analogy
Assessm
ent
Literacy
Emotional
Response
Autonom
y
Judgement
Variants
I'mavisualthinker
thiswayisalotclearer
youknowwhereyouneedtoaim
ithelpspushyourself
thevisualaspectisreallyhelpful
Experience
it'saclotclearerthanprevioussystems
ilikethatitvisuallyshowsgrades
itrelatesfeedbackwithgrades
itallowsyoutoseewheretherearegaps
itanalysesthestrengthsandweaknesses
itgivesyouanoverallpictureofthemodule
itallowsyoutocalculateyourgrade
itsclearandeasytounderstand
ipreferseeinggraderatherthanpercentage
Overlayassom
eonewhoisdyslexictheoverlayreallyhelps
theoverlayisreallyeasytounderstand
igetalltheinform
ation
straightaway
itjustclicks
thisform
atgivesyou
confidence
in
how
you
are
learning
itstopsyou
focussing
on
only
negative
aspects
ofthe
feedback
its
farless
vague
than
w
ritten
itallow
s
the
feedback
to
have
focus
and
criticality
a visual representation for a visual piece of work makes sense
Influence
there's a correlation between the visual and your work
it helps stop misinterpretation of words
the visual aspect allows you to know what your project is lacking
its positive ≠ you what is missing or what you're not communicating effectively
Self
Evaluation
Specificity
it's
m
ore
jarring
having
a
visual representation
of the
grade
it's a
lot clearer having
w
ritten
reference
w
ith
the
visual system
i like
the
layout ≠
a
visual aim
m
akes
m
e
aim
for consistency
in
m
y
w
ork
it visually shows the gap, which makes it hard to dispute
it could have more segments and visual breakdowns ≠ like the rubric
it allow
s for really
clear evaluation
in being simple it still allows it to be in≠ depth because of the visual breakdown
this system
allows you
to
easily and
quickly
return
to it for reference
written
can
be very overwhelm
ing
so
this is a
clear breakdown
it m
akes you evaluate the feedback seriously
its more specific than before
its a good system but there still needs to be reference to exemplars
it could be m
ore specific
Effectiveness of the
visual feedback and assessment
system
Judgem
ent
Appreciation
Affect
it would be good to have this as a regular tool throughout the year
it helps communication on assessment
it allows me to see a clear difference between my assessment and the tutor's
its helpful that it is allocated to learning outcomes
if you don't understand the learning outcomes you just feel lost
the breakdown really helps me understand the learning outcomes
the system
allows us to know
what the tutor thinks
you need to know
what you are doing
and
what you are working
toward
the communication and dialogue between tutor and student is so important
you
need
to
know
w
hatthetutorislooking
forin
yourwork
its our education
≠ we have to be active in the process of assessm
ent
it splits the learning outcomes into specifics ≠ you can see the areas in which you actively need to improve
previously I never even considered or looked at the learning outcomes
this system
encourages you
to
look
at the
learning
outcom
es in
relation
to
the
assessm
ent task and
grades
it allow
s an
aw
areness of how
you
sit within
the
assessm
ent criteria
it gives you you an understanding of your work in relation to a particular learning outcome
this system can give you real confidence in your ability to self assess your own work
it quantifies
how
your w
ork
relates
to
each
learning
objective
itallowsyou
tounderstand
whereto
focusm
oreeffort
this is the first time learning outcomes and their relation to your work has been clearly communicated
the
rubric
is
im
portant to
have
alongside
the
visual system
in
order to
fully
understand
the
assessm
ent criteria
it makes you understand the learning objectives
its
easy
to
read
and
interpret areas
of im
portance
this
system
has
encouraged
m
e
to
be
m
ore
active
in
the
process
and
take
itseriously
it'sgoodtohaveyourpersonalcom
parison,butyoustillneedtoassessyourselfinrelationtoyourpeers
youunderstandyourpositionandcanseeyourselfonthesam
elevelasyourtutor
itm
akes
you
see
exactly
w
hich
aspectofyourprojectyou
need
to
approach
and
focus
on
in
term
s
ofyourow
n
identity
and
unique
approaches,being
thisspecific
could
affectcreativity
I think a lot more about the learning outcomes and assessment task when I'm doing a piece of work
I feel far more engaged in the learning objectives than I ever have before
having them
communicated this way has allowed me to understand them
it'simportantnottofocusonthegrade≠youstillneedtobeallowedtoexpressyourideasinauniqueway
itsagoodsystem,itgivesyouelementsoftrustandconfidenceinyourselfandyourtutor
itshelped
m
e
understand
m
y
ow
n
process
you still need to read the visual with the written to understand the specifics
thereisafearofmarkingyourselftoohighandmakingyourselflooktoogood
itdoesgivememoreconfidenceandsecurity
itallowsmoreapersonalrelationshipbetweenyourselfandyourtutor
i'dbeupsetifI'dhadagradeontheBullseyeanditchangedsignificantlyaftersubmission
Ithinkthereneedstobeemotionalconsiderationfordyslexicstudents
auralaswellasvisualfeedbackwouldrelaxme
ilikethepersonalconnectionwiththetutor
itcanmakeyouangryifyoudon'tgetthegradeyouthinkyoushouldhave
itcangiveyouhealthymotivation
thissystemisabetterwaytomanageyouremotions
itcanhelpwithbeingunderconfidentortoocockyaboutparticularaspectstoyourwork
Positive
Negative
therewasapressuretojudgeyourselfhonestly
itwasembarrassingovermarkingmyself
itwouldbestressfulhavingtheoverlayatsummativesubmission
ithelpedmeconfirmmyabilitiesandtrustmyself
it'sabouttheexperienceofbeingauniversitystudent≠itsnotallaboutthegrade
auralaswellasvisualallowspersonaltoneandunderstanding
ithelpsyoubehonestwithyourselfandrealisewhat'simportanttoyou
youhavetotakeownershipofthefeedback
itgivesyoufaithinyourselfandyourabilities
IthinkIwould
have
m
oreconfidence
in
m
y
selfthe
m
oreIuseit
itwasarealitycheck
ithelpedmeunderstandthequalityandlevelofworkIrequired
thereisaprofessionalpracticeelement≠it'simportanttolearntobeselfcritical
it gives you
a
target to
aim
for
itgavem
echoices
itforcesyoutoconfrontyourownwork
Ineed
m
ore
than
justa
visualdiagram
form
e
to
understand
m
y
progress
itallowsyou
todecide
on
which
areasyou
wantto
im
prove
the
show
n
grades
are
useful≠
it's
concrete
evidence
ofyourprogress
unless
you
take
itseriously
the
system
doesn'tw
ork
if you
assess
yourself too
m
uch
it takes
aw
ay
creativity
and
individualism
it's
still som
etim
es
hard
to
know
w
hat w
ork
is
specific
to
a
particular learning
outcom
e
itallowsm
etom
akem
yowndecision
onwheretoim
prove
itprovidesyouwithapersonaltargetofwhatyouwanttoachieve
Ifeellike
the
m
ore
experience
you
have
the
m
ore
you
becom
e
an
active
learner
itsonlyinthirdyearthatI'vebecomemoreindependentandthissystemhashelpedthat
Reflective
Active
Attainment
I found it hard to judge myselfIt's much easier to grade yourself downthere's a fear of making yourself look too good
it m
akes you
really
question
your progress
it m
ade m
e m
ore critical about m
y work
it lets you know
where you are and
where you're aim
ing
it m
akes you confront your work and critically assess it
it's easier to reference your work to the learning outcomes
this system
has allowed me to know where to push myself
it's hard to judge yourself ≠ I gave myself lower grades
it forces you to be honest and realistic
when it's visually in front of you, you have to confront and act
doing it more would help me understand how assessment works
it can aid your judgement in specific areas and learning outcomes
the system has specificity that allows you to make judgements and understand
the visual aspects makes you understand the gap
it's important to learn how to judge your work
it's important to be self critical to help post graduation
Ease
Difficulty
you can really see where you're at
it's allowed me to understand my progress
it reminds you that you might have misinterpreted a piece of feedback
it opens up discussion on your progress
if you coupled this system with aural I think it would help international students
it's a positive system ≠ you're able to go back and reference your progress
I think it would help students who don't know or understand how they are fairing
it ensures you're able to know your progress in advance of submission
I would prefer there to be more of this self assessment throughout the year
it allows you to see your progress throughout a module
it would be great to track your progression throughout your academic career
you'll never understand your progress through a piece of paper ≠ it's about dialogue
it aids the transition from
school to higher learning
Progress
Ithinkthesystemwouldhelpstaffworkload
Digital
Peer
Learning
GradesStudentCentralStaffHandbookRubric
Timing
noonereadsthecourseormodulehandbook≠it'stoowordy
it would
be
a
constant resource
having
it digitised
therubricinconjunctionwiththebullseyehasbeenreallyuseful
Ihatestudentcentralasaresource,asavisualpersonitmakesnosense
feedbackturnaroundtimesneedtobequicker
gradesareveryimportanttome
Ihavepersonalencouragementtogetagoodgrade
an
app
would
be
easy
to
accessand
m
orepersonal
w
e
already
use
ourphonesforeverything,w
hy
notourstudies
itw
ould
help
engage
students
you
could
have
m
ore
accessible
data
≠
like
a
rubric
overlay
itw
ould
be
greatbecause
the
feedback
w
ouldn'texpire
it's
m
otivating
and
in
your pocket
I like
the
idea
that you
could
incorporate
aural feedback
I'm
alw
ays
on
m
y
phone, m
ake
it digital!
Ireallyappreciatetheadviceandfeedbackofmypeers
peerdiscussionsaresohelpfulandlesspressureonthetutor
Ilikeregularlow
levelconversationswithm
ypeersregarding
work
peerlearning
allowsm
e
tounderstand
how
m
ypeerswork
Ilearnalotfrom
mypeers
it w
ould
be
like
an
academ
ic fit bit!
Decoding the Focus Group:
Frequency of Thematics
Visual Analogy
Overall the use of a visual analogy in the assessment and feedback
process has received positive results. Students often find the visual
analogy easy to understand and comprehend in relation to personal
progress and specific work. Many of the comments referred to the
students being ëv isual learnersí and there being a clarity seeing a
visual representation of progress in relation to learning outcomes.
However, there was clear commentary on the visual system being a
complementary type to be read in tandem with written feedback for
further clarification. This specificity also applied to some comments
regarding further visual information on the assessment bullseye
itself, although this may take away the simplicity of the analogy.
Assessment Literacy
A surprising aspect to the focus group discussion came from some
of the students regarding feedback and assessment literacy. There
was a clear uptake in the use of assessment and feedback language
during the conversation, specifically in their understanding of the
module learning outcomes, the importance to self assess and
having the ability to judge the feedback against their own work.
There was a clear sense of engagement and appreciation in self
assessing themselves with some stating they would prefer more
opportunities throughout the year, specifically amongst their peers.
However, the new module assessment rubric was vital to some
in relation to their understanding of the assessment process and
some were reluctant to see the shown grades as important.
Emotional Response
Overall students found the new system a positive experience toward
their studies, with some explaining how it has given them a healthy
motivation, faith in their abilities to self assess and the ability to take
ownership of their work. However, there were comments pertaining to
the pressures of self assessment and the potential embarrassment
and disappointment this could entail if the their assessment was far
from the tutorís . This also applied to the apprehension some felt if
they were to receive a mark at formative stage on the Bullseye that
didnít translate at summative stage.
Autonomy / Judgment
There was both active and reflective commentary on whether or not
the new visual system enabled autonomy and refined judgement on
their work and progress. Many comments evidenced the uptake of
students already taking action on the visual feedback, stating that
it allowed them to make their own decisions and become more self
critical with their work. However, some reflected on how this system
could quash creative and individualistic approaches to creative
projects and comments pertaining to the fact that feedback needs
to be more personalised and individual due to the nature of the
discipline.
Attainment
In terms of attainment, students clearly commented on the systemísIn terms of attainment, students clearly commented on the systemís
benefits to be able to visually cross reference and understand their
progress with more clarity. There was keen interest in the notion
of being able to track their attainment and progress throughout
a module, but also throughout their higher education. The visual
system allowed for there to be a simple and quick way to reference
formative progress. However, the students also commented on the
importance of dialogue between student and tutor.
Variants
Two key conversations arose from the focus group that although
linked, were not asked in the questioning. Students felt that to have a
type of visual self assessment system digitised and on their mobile
devices would be hugely beneficial in terms of access, flexibility
and would cover many of the themes raised in the discussion. Their
reluctance to use StudenCentral due to its complex interface was
also raised. The other key point was the importance of peer learning
and the benefits of peer dialogue in relation to motivation and
understanding their own process and work.
Level 4Level 4 4
Level 5Level 5 4
Level 6Level 6 4
Total 12
Key analysis pointsKey analysis points
Dec
Freq
it lets you know where you are in relation to specific learning outcomes
Visual
Analogy
Assessm
ent
Literacy
Emotional
Response
Autonom
y
Judgement
Variants
I'mavisualthinker
thiswayisalotclearer
youknowwhereyouneedtoaim
ithelpspushyourself
thevisualaspectisreallyhelpful
Experience
it'saclotclearerthanprevioussystems
ilikethatitvisuallyshowsgrades
itrelatesfeedbackwithgrades
itallowsyoutoseewheretherearegaps
itanalysesthestrengthsandweaknesses
itgivesyouanoverallpictureofthemodule
itallowsyoutocalculateyourgrade
itsclearandeasytounderstand
ipreferseeinggraderatherthanpercentage
Overlayassom
eonewhoisdyslexictheoverlayreallyhelps
theoverlayisreallyeasytounderstand
igetalltheinform
ation
straightaway
itjustclicks
thisform
atgivesyou
confidence
in
how
you
are
learning
itstopsyou
focussing
on
only
negative
aspects
ofthe
feedback
its
farless
vague
than
w
ritten
itallow
s
the
feedback
to
have
focus
and
criticality
a visual representation for a visual piece of work makes sense
Influence
there's a correlation between the visual and your work
it helps stop misinterpretation of words
the visual aspect allows you to know what your project is lacking
its positive ≠ you what is missing or what you're not communicating effectively
Self
Evaluation
Specificity
it's
m
ore
jarring
having
a
visual representation
of the
grade
it's a
lot clearer having
w
ritten
reference
w
ith
the
visual system
i like
the
layout ≠
a
visual aim
m
akes
m
e
aim
for consistency
in
m
y
w
ork
it visually shows the gap, which makes it hard to dispute
it could have more segments and visual breakdowns ≠ like the rubric
it allow
s for really
clear evaluation
in being simple it still allows it to be in≠ depth because of the visual breakdown
this system
allows you
to
easily and
quickly
return
to it for reference
written
can
be very overwhelm
ing
so
this is a
clear breakdown
it m
akes you evaluate the feedback seriously
its more specific than before
its a good system but there still needs to be reference to exemplars
it could be m
ore specific
Effectiveness of the
visual feedback and assessment
system
Judgem
ent
Appreciation
Affect
it would be good to have this as a regular tool throughout the year
it helps communication on assessment
it allows me to see a clear difference between my assessment and the tutor's
its helpful that it is allocated to learning outcomes
if you don't understand the learning outcomes you just feel lost
the breakdown really helps me understand the learning outcomes
the system
allows us to know
what the tutor thinks
you need to know
what you are doing
and
what you are working
toward
the communication and dialogue between tutor and student is so important
you
need
to
know
w
hatthetutorislooking
forin
yourwork
its our education
≠ we have to be active in the process of assessm
ent
it splits the learning outcomes into specifics ≠ you can see the areas in which you actively need to improve
previously I never even considered or looked at the learning outcomes
this system
encourages you
to
look
at the
learning
outcom
es in
relation
to
the
assessm
ent task and
grades
it allow
s an
aw
areness of how
you
sit within
the
assessm
ent criteria
it gives you you an understanding of your work in relation to a particular learning outcome
this system can give you real confidence in your ability to self assess your own work
it quantifies
how
your w
ork
relates
to
each
learning
objective
itallowsyou
tounderstand
whereto
focusm
oreeffort
this is the first time learning outcomes and their relation to your work has been clearly communicated
the
rubric
is
im
portant to
have
alongside
the
visual system
in
order to
fully
understand
the
assessm
ent criteria
it makes you understand the learning objectives
its
easy
to
read
and
interpret areas
of im
portance
this
system
has
encouraged
m
e
to
be
m
ore
active
in
the
process
and
take
itseriously
it'sgoodtohaveyourpersonalcom
parison,butyoustillneedtoassessyourselfinrelationtoyourpeers
youunderstandyourpositionandcanseeyourselfonthesam
elevelasyourtutor
itm
akes
you
see
exactly
w
hich
aspectofyourprojectyou
need
to
approach
and
focus
on
in
term
s
ofyourow
n
identity
and
unique
approaches,being
thisspecific
could
affectcreativity
I think a lot more about the learning outcomes and assessment task when I'm doing a piece of work
I feel far more engaged in the learning objectives than I ever have before
having them
communicated this way has allowed me to understand them
it'simportantnottofocusonthegrade≠youstillneedtobeallowedtoexpressyourideasinauniqueway
itsagoodsystem,itgivesyouelementsoftrustandconfidenceinyourselfandyourtutor
itshelped
m
e
understand
m
y
ow
n
process
you still need to read the visual with the written to understand the specifics
thereisafearofmarkingyourselftoohighandmakingyourselflooktoogood
itdoesgivememoreconfidenceandsecurity
itallowsmoreapersonalrelationshipbetweenyourselfandyourtutor
i'dbeupsetifI'dhadagradeontheBullseyeanditchangedsignificantlyaftersubmission
Ithinkthereneedstobeemotionalconsiderationfordyslexicstudents
auralaswellasvisualfeedbackwouldrelaxme
ilikethepersonalconnectionwiththetutor
itcanmakeyouangryifyoudon'tgetthegradeyouthinkyoushouldhave
itcangiveyouhealthymotivation
thissystemisabetterwaytomanageyouremotions
itcanhelpwithbeingunderconfidentortoocockyaboutparticularaspectstoyourwork
Positive
Negative
therewasapressuretojudgeyourselfhonestly
itwasembarrassingovermarkingmyself
itwouldbestressfulhavingtheoverlayatsummativesubmission
ithelpedmeconfirmmyabilitiesandtrustmyself
it'sabouttheexperienceofbeingauniversitystudent≠itsnotallaboutthegrade
auralaswellasvisualallowspersonaltoneandunderstanding
ithelpsyoubehonestwithyourselfandrealisewhat'simportanttoyou
youhavetotakeownershipofthefeedback
itgivesyoufaithinyourselfandyourabilities
IthinkIwould
have
m
oreconfidence
in
m
y
selfthe
m
oreIuseit
itwasarealitycheck
ithelpedmeunderstandthequalityandlevelofworkIrequired
thereisaprofessionalpracticeelement≠it'simportanttolearntobeselfcritical
it gives you
a
target to
aim
for
itgavem
echoices
itforcesyoutoconfrontyourownwork
Ineed
m
ore
than
justa
visualdiagram
form
e
to
understand
m
y
progress
itallowsyou
todecide
on
which
areasyou
wantto
im
prove
the
show
n
grades
are
useful≠
it's
concrete
evidence
ofyourprogress
unless
you
take
itseriously
the
system
doesn'tw
ork
if you
assess
yourself too
m
uch
it takes
aw
ay
creativity
and
individualism
it's
still som
etim
es
hard
to
know
w
hat w
ork
is
specific
to
a
particular learning
outcom
e
itallowsm
etom
akem
yowndecision
onwheretoim
prove
itprovidesyouwithapersonaltargetofwhatyouwanttoachieve
Ifeellike
the
m
ore
experience
you
have
the
m
ore
you
becom
e
an
active
learner
itsonlyinthirdyearthatI'vebecomemoreindependentandthissystemhashelpedthat
Reflective
Active
Attainment
I found it hard to judge myselfIt's much easier to grade yourself downthere's a fear of making yourself look too good
it m
akes you
really
question
your progress
it m
ade m
e m
ore critical about m
y work
it lets you know
where you are and
where you're aim
ing
it m
akes you confront your work and critically assess it
it's easier to reference your work to the learning outcomes
this system
has allowed me to know where to push myself
it's hard to judge yourself ≠ I gave myself lower grades
it forces you to be honest and realistic
when it's visually in front of you, you have to confront and act
doing it more would help me understand how assessment works
it can aid your judgement in specific areas and learning outcomes
the system has specificity that allows you to make judgements and understand
the visual aspects makes you understand the gap
it's important to learn how to judge your work
it's important to be self critical to help post graduation
Ease
Difficulty
you can really see where you're at
it's allowed me to understand my progress
it reminds you that you might have misinterpreted a piece of feedback
it opens up discussion on your progress
if you coupled this system with aural I think it would help international students
it's a positive system ≠ you're able to go back and reference your progress
I think it would help students who don't know or understand how they are fairing
it ensures you're able to know your progress in advance of submission
I would prefer there to be more of this self assessment throughout the year
it allows you to see your progress throughout a module
it would be great to track your progression throughout your academic career
you'll never understand your progress through a piece of paper ≠ it's about dialogue
it aids the transition from
school to higher learning
Progress
Ithinkthesystemwouldhelpstaffworkload
Digital
Peer
Learning
GradesStudentCentralStaffHandbookRubric
Timing
noonereadsthecourseormodulehandbook≠it'stoowordy
it would
be
a
constant resource
having
it digitised
therubricinconjunctionwiththebullseyehasbeenreallyuseful
Ihatestudentcentralasaresource,asavisualpersonitmakesnosense
feedbackturnaroundtimesneedtobequicker
gradesareveryimportanttome
Ihavepersonalencouragementtogetagoodgrade
an
app
would
be
easy
to
accessand
m
orepersonal
w
e
already
use
ourphonesforeverything,w
hy
notourstudies
itw
ould
help
engage
students
you
could
have
m
ore
accessible
data
≠
like
a
rubric
overlay
itw
ould
be
greatbecause
the
feedback
w
ouldn'texpire
it's
m
otivating
and
in
your pocket
I like
the
idea
that you
could
incorporate
aural feedback
I'm
alw
ays
on
m
y
phone, m
ake
it digital!
Ireallyappreciatetheadviceandfeedbackofmypeers
peerdiscussionsaresohelpfulandlesspressureonthetutor
Ilikeregularlow
levelconversationswithm
ypeersregarding
work
peerlearning
allowsm
e
tounderstand
how
m
ypeerswork
Ilearnalotfrom
mypeers
it w
ould
be
like
an
academ
ic fit bit!
Decoding the Focus Group:
Frequency of Thematics
it lets you know where you are in relation to specific learning outcomes
Visual
Analogy
Assessm
ent
Literacy
Emotional
Response
Autonom
y
Judgement
Variants
I'mavisualthinker
thiswayisalotclearer
youknowwhereyouneedtoaim
ithelpspushyourself
thevisualaspectisreallyhelpful
Experience
it'saclotclearerthanprevioussystems
ilikethatitvisuallyshowsgrades
itrelatesfeedbackwithgrades
itallowsyoutoseewheretherearegaps
itanalysesthestrengthsandweaknesses
itgivesyouanoverallpictureofthemodule
itallowsyoutocalculateyourgrade
itsclearandeasytounderstand
ipreferseeinggraderatherthanpercentage
Overlayassom
eonewhoisdyslexictheoverlayreallyhelps
theoverlayisreallyeasytounderstand
igetalltheinform
ation
straightaway
itjustclicks
thisform
atgivesyou
confidence
in
how
you
are
learning
itstopsyou
focussing
on
only
negative
aspects
ofthe
feedback
its
farless
vague
than
w
ritten
itallow
s
the
feedback
to
have
focus
and
criticality
a visual representation for a visual piece of work makes sense
Influence
there's a correlation between the visual and your work
it helps stop misinterpretation of words
the visual aspect allows you to know what your project is lacking
its positive ≠ you what is missing or what you're not communicating effectively
Self
Evaluation
Specificity
it's
m
ore
jarring
having
a
visual representation
of the
grade
it's a
lot clearer having
w
ritten
reference
w
ith
the
visual system
i like
the
layout ≠
a
visual aim
m
akes
m
e
aim
for consistency
in
m
y
w
ork
it visually shows the gap, which makes it hard to dispute
it could have more segments and visual breakdowns ≠ like the rubric
it allow
s for really
clear evaluation
in being simple it still allows it to be in≠ depth because of the visual breakdown
this system
allows you
to
easily and
quickly
return
to it for reference
written
can
be very overwhelm
ing
so
this is a
clear breakdown
it m
akes you evaluate the feedback seriously
its more specific than before
its a good system but there still needs to be reference to exemplars
it could be m
ore specific
Effectiveness of the
visual feedback and assessment
system
Judgem
ent
Appreciation
Affect
it would be good to have this as a regular tool throughout the year
it helps communication on assessment
it allows me to see a clear difference between my assessment and the tutor's
its helpful that it is allocated to learning outcomes
if you don't understand the learning outcomes you just feel lost
the breakdown really helps me understand the learning outcomes
the system
allows us to know
what the tutor thinks
you need to know
what you are doing
and
what you are working
toward
the communication and dialogue between tutor and student is so important
you
need
to
know
w
hatthetutorislooking
forin
yourwork
its our education
≠ we have to be active in the process of assessm
ent
it splits the learning outcomes into specifics ≠ you can see the areas in which you actively need to improve
previously I never even considered or looked at the learning outcomes
this system
encourages you
to
look
at the
learning
outcom
es in
relation
to
the
assessm
ent task and
grades
it allow
s an
aw
areness of how
you
sit within
the
assessm
ent criteria
it gives you you an understanding of your work in relation to a particular learning outcome
this system can give you real confidence in your ability to self assess your own work
it quantifies
how
your w
ork
relates
to
each
learning
objective
itallowsyou
tounderstand
whereto
focusm
oreeffort
this is the first time learning outcomes and their relation to your work has been clearly communicated
the
rubric
is
im
portant to
have
alongside
the
visual system
in
order to
fully
understand
the
assessm
ent criteria
it makes you understand the learning objectives
its
easy
to
read
and
interpret areas
of im
portance
this
system
has
encouraged
m
e
to
be
m
ore
active
in
the
process
and
take
itseriously
it'sgoodtohaveyourpersonalcom
parison,butyoustillneedtoassessyourselfinrelationtoyourpeers
youunderstandyourpositionandcanseeyourselfonthesam
elevelasyourtutor
itm
akes
you
see
exactly
w
hich
aspectofyourprojectyou
need
to
approach
and
focus
on
in
term
s
ofyourow
n
identity
and
unique
approaches,being
thisspecific
could
affectcreativity
I think a lot more about the learning outcomes and assessment task when I'm doing a piece of work
I feel far more engaged in the learning objectives than I ever have before
having them
communicated this way has allowed me to understand them
it'simportantnottofocusonthegrade≠youstillneedtobeallowedtoexpressyourideasinauniqueway
itsagoodsystem,itgivesyouelementsoftrustandconfidenceinyourselfandyourtutor
itshelped
m
e
understand
m
y
ow
n
process
you still need to read the visual with the written to understand the specifics
thereisafearofmarkingyourselftoohighandmakingyourselflooktoogood
itdoesgivememoreconfidenceandsecurity
itallowsmoreapersonalrelationshipbetweenyourselfandyourtutor
i'dbeupsetifI'dhadagradeontheBullseyeanditchangedsignificantlyaftersubmission
Ithinkthereneedstobeemotionalconsiderationfordyslexicstudents
auralaswellasvisualfeedbackwouldrelaxme
ilikethepersonalconnectionwiththetutor
itcanmakeyouangryifyoudon'tgetthegradeyouthinkyoushouldhave
itcangiveyouhealthymotivation
thissystemisabetterwaytomanageyouremotions
itcanhelpwithbeingunderconfidentortoocockyaboutparticularaspectstoyourwork
Positive
Negative
therewasapressuretojudgeyourselfhonestly
itwasembarrassingovermarkingmyself
itwouldbestressfulhavingtheoverlayatsummativesubmission
ithelpedmeconfirmmyabilitiesandtrustmyself
it'sabouttheexperienceofbeingauniversitystudent≠itsnotallaboutthegrade
auralaswellasvisualallowspersonaltoneandunderstanding
ithelpsyoubehonestwithyourselfandrealisewhat'simportanttoyou
youhavetotakeownershipofthefeedback
itgivesyoufaithinyourselfandyourabilities
IthinkIwould
have
m
oreconfidence
in
m
y
selfthe
m
oreIuseit
itwasarealitycheck
ithelpedmeunderstandthequalityandlevelofworkIrequired
thereisaprofessionalpracticeelement≠it'simportanttolearntobeselfcritical
it gives you
a
target to
aim
for
itgavem
echoices
itforcesyoutoconfrontyourownwork
Ineed
m
ore
than
justa
visualdiagram
form
e
to
understand
m
y
progress
itallowsyou
todecide
on
which
areasyou
wantto
im
prove
the
show
n
grades
are
useful≠
it's
concrete
evidence
ofyourprogress
unless
you
take
itseriously
the
system
doesn'tw
ork
if you
assess
yourself too
m
uch
it takes
aw
ay
creativity
and
individualism
it's
still som
etim
es
hard
to
know
w
hat w
ork
is
specific
to
a
particular learning
outcom
e
itallowsm
etom
akem
yowndecision
onwheretoim
prove
itprovidesyouwithapersonaltargetofwhatyouwanttoachieve
Ifeellike
the
m
ore
experience
you
have
the
m
ore
you
becom
e
an
active
learner
itsonlyinthirdyearthatI'vebecomemoreindependentandthissystemhashelpedthat
Reflective
Active
Attainment
I found it hard to judge myselfIt's much easier to grade yourself downthere's a fear of making yourself look too good
it m
akes you
really
question
your progress
it m
ade m
e m
ore critical about m
y work
it lets you know
where you are and
where you're aim
ing
it m
akes you confront your work and critically assess it
it's easier to reference your work to the learning outcomes
this system
has allowed me to know where to push myself
it's hard to judge yourself ≠ I gave myself lower grades
it forces you to be honest and realistic
when it's visually in front of you, you have to confront and act
doing it more would help me understand how assessment works
it can aid your judgement in specific areas and learning outcomes
the system has specificity that allows you to make judgements and understand
the visual aspects makes you understand the gap
it's important to learn how to judge your work
it's important to be self critical to help post graduation
Ease
Difficulty
you can really see where you're at
it's allowed me to understand my progress
it reminds you that you might have misinterpreted a piece of feedback
it opens up discussion on your progress
if you coupled this system with aural I think it would help international students
it's a positive system ≠ you're able to go back and reference your progress
I think it would help students who don't know or understand how they are fairing
it ensures you're able to know your progress in advance of submission
I would prefer there to be more of this self assessment throughout the year
it allows you to see your progress throughout a module
it would be great to track your progression throughout your academic career
you'll never understand your progress through a piece of paper ≠ it's about dialogue
it aids the transition from
school to higher learning
Progress
Ithinkthesystemwouldhelpstaffworkload
Digital
Peer
Learning
GradesStudentCentralStaffHandbookRubric
Timing
noonereadsthecourseormodulehandbook≠it'stoowordy
it would
be
a
constant resource
having
it digitised
therubricinconjunctionwiththebullseyehasbeenreallyuseful
Ihatestudentcentralasaresource,asavisualpersonitmakesnosense
feedbackturnaroundtimesneedtobequicker
gradesareveryimportanttome
Ihavepersonalencouragementtogetagoodgrade
an
app
would
be
easy
to
accessand
m
orepersonal
w
e
already
use
ourphonesforeverything,w
hy
notourstudies
itw
ould
help
engage
students
you
could
have
m
ore
accessible
data
≠
like
a
rubric
overlay
itw
ould
be
greatbecause
the
feedback
w
ouldn'texpire
it's
m
otivating
and
in
your pocket
I like
the
idea
that you
could
incorporate
aural feedback
I'm
alw
ays
on
m
y
phone, m
ake
it digital!
Ireallyappreciatetheadviceandfeedbackofmypeers
peerdiscussionsaresohelpfulandlesspressureonthetutor
Ilikeregularlow
levelconversationswithm
ypeersregarding
work
peerlearning
allowsm
e
tounderstand
how
m
ypeerswork
Ilearnalotfrom
mypeers
it w
ould
be
like
an
academ
ic fit bit!
Decoding the Focus Group:
Frequency of Thematics

17. Focus Group
Key Results
Visual Analogy
- The visual analogy is clear and easy to understand in relation to specific work
- Clarity in a visual representation - especially in relation to learning outcomes
- Visual analogy is clear but needs to be read in conjunction with written /
aural feedback alongside
Assessment Literacy
- There was a clear uptake in feedback and assessment language from the
students during the focus group discussion
- Clear responses in relation to positive engagement in self-assessment
- Module ‘assessment rubric’ vital to some in understanding process
Emotional Response
- Healthy motivation and sense of ownership over their process and work
- Motivating in relation to achievement
- Potential pressure and embarrassment if the student is grading themselves
far beyond the mark of the tutors - some grading below what the actually felt
Autonomy / Judgement
- Allowed them to make / take their own decisions more easily
- Gave the space to be more self critical and reflective with specific work
- Being graded could quash or hinder the creative process by being too
focussed on the grade and not personalised enough
Attainment
- Beneficial to visually be able to cross reference their progress
- Frequent comments regarding the ability to be able to track their progress
throughout the course of a module and their university experience
- Visual system allowed for quick and simple way to cross reference progress
Variants
- A preference for the system to become digitised
- Comments relating to technology in the classroom and how this system
would work well as a mobile application - “like an academic Fitbit!”
- Many comments pertaining to the importance of peer learning

18. The ‘Assessment Bullseye’
Student Comment

19. Questions
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