Transcript Supporting Learning and Teaching in Engineering

(Assessment and) Feedback - introduction
• The role of assessment:
– Extract from ALOE resource
– Assessment audit tool
• Receiving feedback
• What is feedback?
• Giving feedback to students:
– Assessment experience questionnaire (AEQ)
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Assessment (inc. feedback)
• Assessment of Learning Outcomes (ALOE) – extract [Section 7]
• Assessment audit tool – taught modules
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Appropriate and secure assessment methods
Marking criteria, grade descriptors
Timely and progressive assessment
Feedback
Resit/second-chance
Student views
• Development of staff practices
– Time allocation
– Reflection
– Action plan
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Receiving feedback
• One piece of good feedback you have received
• One piece of negative feedback you have received
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Terminology
• Formative Assessment
– Assessment for providing feedback to learners in order to
help them learn, and feedback to teachers for deciding how
a student’s learning should be taken forward.
• Summative Assessment
– Assessment which provides overall evidence of the
achievement of students and of what they know, understand
and can do, by assigning a value to what the student
achieves.
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Feedback AND Feed forward
• Feedback
– comments on a completed work that the student cannot
repeat. The comments are useful to inform the student about
strengths of their work and areas for further development in
future assessments.
• Feed forward
– mostly what has been called feedback – where a student
has an opportunity to respond to the ‘comments’, e.g. a
formative hand in – constructive.
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Outline of SENLEF report - Student Enhanced
Learning through Effective Feedback
• Publication available on HEA website:
[http://www.heacademy.ac.uk/ourwork/learning/assessment/senlef]
• Briefing Paper on formative assessment and
feedback, and self-regulation of learning
• Conceptual model
• 7 principles of good feedback practice
• Simple strategies
• 50 case studies of good practice
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How to conceptualise formative assessment
& feedback?
A process that builds up the students’ own skills and
capacity to self-evaluate and self-correct [throughout
their programme of study]
Formative assessment and feedback by others can only
have an impact on learning when it influences a
student’s own self-regulatory processes - whereby
learners set goals (adapted from Boud, 1995).
[Boud, D. (1995). Enhancing Learning Through Self Assessment
Pub. Routledge, ISBN 0749413689]
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Self-regulated learning
Self-regulated learning is an active constructive process
whereby learners set goals for their learning and
monitor, regulate, and control their cognition, motivation,
and behaviour, guided and constrained by their goals
and the contextual features of the environment. (Pintrich
and Zusho, p64)
[P. R. Pintrich and A. Zusho, (2002) “The Development of Academic SelfRegulation: The Role of Cognitive and Motivational Factors,” in
Development of Achievement Motivation, eds. A. Wigfield and J. Eccles,
San Diego, Calif.: Academic Press]
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Sadler’s argument:
For feedback to benefit learning, students must know:
1. What good performance is (goals, criteria)
2. How current performance relates to good
performance (compare)
3. How to act to close the gap
Implies that students ‘must already possess some of the
same evaluative skills as the teacher’ (Sadler, 1983).
[Sadler D (1983) ‘Evaluation and the improvement of student learning’
Journal of Higher Education 54:60-79]
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The Seven Feedback Principles
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How can assessment and feedback help to build a
learner’s capacity to self-regulate?
1. Helps clarify what good performance is (goals, standards,
criteria)
2. Facilitates development of self-assessment 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
shape teaching.
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Assessment and Feedback – CETLs (1)
• Assessment for Learning (AfL) @ Northumbria:
[http://www.northumbria.ac.uk/cetl_afl/]
– Research and evaluate: see
http://www.northumbria.ac.uk/cetl_afl/research/toolkit/?view=
Standard
– Case studies: see
http://www.northumbria.ac.uk/static/5007/cetlpdf/casestudies
1.pdf [ no. 3 in engineering]
– Resources and publications (inc. signpost leaflets): see
http://www.northumbria.ac.uk/cetl_afl/resources/?view=Stan
dard
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Assessment and Feedback – CETLs (2)
• Assessment Standards Knowledge exchange (ASKe)
@ Oxford Brookes:
[http://www.business.brookes.ac.uk/learningandteaching/aske/?err404
=/learningandteaching/aske/]
– 1,2,3 leaflets: Each leaflet focuses on a piece of
assessment-related research and clearly states how that
research can be applied to teaching practice in three easy
steps.
– Assessment Perspectives: a collection of brief articles
outlining ideas, new thinking and differing views on
assessment.
– Publications: since 2004, by staff associated with the CETL
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Assessment and Feedback – resources (1)
• Academy resources/webpage:
[http://www.heacademy.ac.uk/ourwork/learning/assessment]
– Assessment and Feedback (student views) : video
download
– Marking Criteria and Assessment Methods
(student and staff perspectives): video download
– Plagiarism (student views): video download
– Resources in Assessment: iPod podcast
– Assessment - HE in FE: DVD
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Assessment and Feedback – resources (2)
• EngSC resources/webpage:
[http://www.engsc.ac.uk/er/assessment/index.asp]
– Assessment of Learning Outcomes (ALOE)
[http://www.engsc.ac.uk/downloads/scholarart/learning_outcom
es.pdf]
– Feedback event
[http://www.engsc.ac.uk/nef/events/feedback.asp]
– Mini-Projects, Teaching Awards
– Novel Approaches to Student Engagement (NAPSE)
[http://www.ulster.ac.uk/napse] – poster presentations
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Assessment and Feedback – resources (3)
• Other resources:
– Designing student learning by promoting formative
assessment (Bone, 2008)
[http://www.ukcle.ac.uk/newsevents/lilac/2008/papers/bone.html]
Scottish Quality Enhancement (SQE) themes:
[http://www.enhancementthemes.ac.uk/themes/]
– Hong Kong Polytechnic Assessment Resource Centre:
[http://www.polyu.edu.hk/assessment/arc/sitemap.htm]
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Assessment and Feedback – other
resources
• Supportive/general texts:
– “A Handbook for Teaching and Learning in Higher
Education: Enhancing Academic Practice”, 3rd
edition. Fry, H., Ketteridge, S., Marshall, S. (ed.),
(2008), Routledge. ISBN: 978-0-415-43464-5
– “Teaching for quality learning at university”. Biggs,
J. (2003) Second edition. Buckingham: SRHE &
Open University Press
– “The Lecturer’s Toolkit”, 3rd (Rev.) edition. Race,
P., (2006), Routledge. ISBN: 978-0-415-40382-5
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Learning Points – (Assessment and) Feedback
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Action Points – (Assessment and) Feedback
Please write below three action points you will
take from today, with a planned start time:
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•
•
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