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Experience of using formative assessment and students perception of formative assessment

Experience of using formative assessment and students perception of formative assessment. Paul Ong Greg Benfield Margaret Price. Evaluation of the Oxford Brookes University Assessment Compact. How satisfied are students with assessment and feedback practices in their courses?

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Experience of using formative assessment and students perception of formative assessment

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  1. Experience of using formative assessment and students perception of formative assessment Paul Ong Greg Benfield Margaret Price

  2. Evaluation of the Oxford Brookes University Assessment Compact How satisfied are students with assessment and feedback practices in their courses? Which assessment and feedback practices do you think have the greatest impact on learning?” How do students and staff relate specific assessment and feedback practices to impact on their learning?

  3. Integration of Compact to Module U43702 Important principles adopted by team aligned with Compact: Assessment is integral to teaching and learning Timely feedback provided Actively involving students in assessment and dialogue (with peers and tutors)

  4. Introducing a formative assessment • Three concepts integrated in support of these principles: • Establishing Peer Support Groups • Identifying learning needs through timely formative feedback from: Peers, Seminar leader and Turnintin • Support with developing own academic skills

  5. Question 1 - Most value to learning (all 31 responded)

  6. Question 2(a) - Perceptions of the value of peer learning (81% responded positively)

  7. Question 2(b) Perceptions of the value of self-assessment (Only aspect negatively perceived by majority) .

  8. Question 2(c) - Perceptions of the value of tutor feedback (Highly valued by all 31 respondents)

  9. Question 2(d) - Perceptions of the value of Turnitin (all 31 students made favourable comments about Turnitin)

  10. Analysis of module U43702 student feedback about formative assessment Results There are three main findings. 1.Formative assignment was highly valued by all the respondents 2.The self-assessment element is problematic. Many, if not most, respondents felt they lacked the skills to self-assess their work effectively and/or did not see the reason for doing so 3.The vast majority (81%) views the peer learning elements very favourably

  11. Participants’ recommendations for changes (27 students) • opportunity for a second draft for those who did poorly on their first one (x1 resp) • Extend the formative process into part two of the assignment, (x3 resp) • Try to include more content in the weeks 5 to 7 sessions (x1 resp) • Reduce the amount of time spent on Turnitin (x1 resp) • Schedule the assignment earlier in the semester (3 resp)

  12. Recommendations: Peer assessment is highly regarded but perhaps its full value is still to be realized. • Actions that might improve perception about value to be gained include: • Highlighting for students in subsequent runs the value that past participants have found from seeing a range of responses to the same issue or problem • This sharing of ideas and approaches allows them to improve their own work. • Stressing with participants that giving feedback is a skill they will develop over time • Providing some additional in-class training in what to look for (using criteria) and how to offer feedback

  13. Recommendations Establish processes for providing a rationale for self-assessment and for supporting students with it • Some possibilities include: • Make clearer the link between developing self-assessment skills and the well-regarded peer assessment component. Students need to understand that the main way in which they will improve their self-assessment skills is by being exposed to and assessing or giving feedback on a variety of other peoples’ work • Clarify and make explicit the relationship between self- (and peer-) assessment skills and the graduate attribute of personal literacy and critical self-awareness • Incorporate additional self-assessment elements so that students become more familiar with the process and (hopefully) see their skills develop. • Advocate opportunities for formative Turnitin use in other (at least first-year) modules.

  14. Evaluation of the Oxford Brookes University Assessment Compact How satisfied are students with assessment and feedback practices in their courses? Which assessment and feedback practices do you think have the greatest impact on learning?” How do students and staff relate specific assessment and feedback practices to impact on their learning?

  15. References • Davis M (2007) ‘The Role of Turnitin within the formative process of academic writing – A tool for learning and unlearning. Brookes eJournal of Learning and Teaching. Vol.2 Issue 2. • Davis M (2009) ‘Using Turnitin Formatively’ OBU

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