Engaging students with assessment feedback. Prof. Margaret Price, Director ASKe Centre for Excellence FDTL Engaging Students with assessment feedback https://mw.brookes.ac.uk/display/eswaf/Home ASKe Assessment Standards Knowledge exchange Centre for Excellence in Teaching and Learning
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Assessment Standards Knowledge exchange
Engaging students with assessment feedback
Prof. Margaret Price,
Director ASKe Centre for Excellence
FDTL Engaging Students with assessment feedback
ASKe Assessment Standards Knowledge exchange
Centre for Excellence in Teaching and Learning
Price et al (submitted)
In 3’s, discuss:
What can we do? (1)
Students say that relationships in which staff are supportive and approachable help them to engage
Peer marking using model answers (Forbes & Spence, 1991)
Outcome: Exam marks increased (Av. 45%>80%)
Peer feedback - Geography (Rust, 2001)
Outcome: Much better essays
Peer feedback - Computing (Zeller, 2000*)
The Praktomat system allows students to read, review, and assess each other’s programs in order to improve quality and style. After a successful submission, the student can retrieve and review a program of some fellow student selected by Praktomat. After the review is complete, the student may obtain reviews and re-submit improved versions of his program. The reviewing process is independent of grading; the risk of plagiarism is narrowed by personalized assignments and automatic testing of submitted programs.
In a survey, more than two thirds of the students affirmed that reading each other’s programs improved their program quality; this is also confirmed by statistical data. An evaluation shows that program readability improved significantly for students that had written or received reviews.
[*Available at: http://www.infosun.fim.unipassau.de/st/papers/iticse2000/iticse2000.pdf]
Figure 1: Peer-review as a method of encouraging students to discuss and compare their understanding of assessment criteria
Figure 2: the use of 'exemplars' as amechanism for encouraging dialogue about assessment criteria
Figure 3: Generic feedback and self critique
Choose one or more specific ideas to improve feedback that you think you could use. In as much detail as possible, identify how you would put the idea/s into practice.
Take it in turns to explain your plans to your partner. The job for the listener is to be a friendly and constructive critic
Identify them within each programme
Figure 4:Taking an overview