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A lecturer and student perspective on whether formative assessment strategies improve student\'s future learning and achievement. Presenting: Julie Dennison, Associate lecturer, LCF Student contributor: Liva Abola. The research: Action Research project conducted Nov 2011 - Feb 2012

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Presentation Transcript
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A lecturer and student perspective on whether formative assessment strategies improve student\'s future learning and achievement

Presenting: Julie Dennison, Associate lecturer, LCF

Student contributor: Liva Abola

slide2

The research: Action Research project conducted Nov 2011 - Feb 2012

The intervention: Will introducing a programme of formative assessment feedback strategies address the issue of students effectively using feedback to improve their future summative assessments?

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Formative Assessment Cycle

Source: Cauley & McMillian, 2010:2

background
Background
  • Access Diploma in Fashion Business
  • Transition course for access into HE
  • Majority of students new to university environment
  • 74 students, 80% international or EU
formative assessment strategies
Formative assessment strategies

Structure of Developing a Retail Brand November 2011- February 2012

Week

5

1

2

3

4

6

7

8

Task 3 feedback

Task 1 feedback

Task 2 feedback

Task 4 feedback

Adapted: Russell (2010)

KEY

  • How it will work
  • Students will be set four tasks aligned to LO of unit
  • 3 of the tasks are part of the summative assessment
  • Students will receive feedback on performance
  • Can make adjustments to their work prior to final submission

Written lecturer feedback without grades

Peer assessment

Self assessment exercise

Group tutorials

Summative assessment

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Evaluation

  • Methods used:
  • Observation
  • ‘Hidden’ question in the unit feedback form
  • Summative assessment performance
key results
Key results

2. Number of students participating in tasks compared to summative achievement results

key results1
Key results

4. Overall attainment levels for Retail Branding

key results2
Key results

5. Attainment level changes compared to first unit

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7. Additional comments from students from evaluation forms – Name the three best aspects of the unit

Student 1: ‘Homework tasks each week – feedback helped’

Student 7: ‘The feedback from Ms Julie is really thorough in making me understand’

Student 8: ‘It was great to get feedback for the homework’

Student 10: ‘Feedback is definitely improving my learning and understanding’

conclusion
Conclusion

CONCLUSION - Lecturer’s perspective

  • FA did help to raise student attainment and help them use their feedback
  • Surprise result was the level of student engagement and motivation in the process
  • Helped me engage with students – learning was team effort
  • Helped EFL students better understand the requirements of the assignment
  • Students who do not participate in FA are often the ones who would benefit the most
  • Adapting teaching and generating feedback is very time consuming

+

-

further research
Further research
  • Formative assessment tasks could be devised as a series of low stakes assessments (Russell, 2010)
  • Studies into benefits of formative assessment for EFL students new to HE assessment procedures
bibliography
Bibliography

Black, P. and Wiliam, D. (1998) Inside the Black Box: raising standards through classroom assessment. Phi Delta Kappan, 80:2, 139-148

Cauley, K. and McMillan, J. (2010) Formative Assessment Techniques to Support Student Motivation and Achievement. Clearing House: A journal of educational strategies, issues and ideas, 1:1-6

Russell, M. (2010) Helping students make more of their feedback. ESCAPE Project Resources, University of Hertfordshire

Yorke, M (2003): Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice. Higher Education, 45, 477-501

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