Assessment and feedback
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Assessment and feedback. Principles, practice and technologies. Click on the shapes to navigate. Give choice of topic, method, criteria, weighting or timing of assessments. Deliver high q uality feedback. Help clarify good performance. Assessment and Feedback. Provide

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Assessment and feedback

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Assessment and feedback

Assessment and feedback

Principles, practice and technologies


Assessment and feedback

Click on the shapes to navigate

Give choice of topic, method, criteria, weighting or timing of assessments

Deliver high

quality feedback

Help clarify

good

performance

Assessment

and

Feedback

Provide

opportunities to act

on feedback

Encourage

interaction

and dialogue

around learning

Development of

self-assessment

and reflection

Encourage

time and effort on

challenging tasks


Help clarify good performance goals criteria standards

Help clarify good performance (goals, criteria, standards)

  • Do your students understand the assessment criteria that you use?  Do they understand the standards required to achieve a particular grade for each criterion or overall?  Do you discuss these with them before they start the task?  If you do, are the students able to state these in their own words?

  • Research has shown that students who engage with assessment criteria and standards are more likely to be able to manage their own learning.  For example, Rust et al. (2003) found that by working with students in their first term on assessment, assessment criteria and marking that there was a significant increase in the marks in the final assessment, compared with students who had not taken part in the exercise. LEARN MORE

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Help clarify good performance goals criteria standards1

Help clarify good performance (goals, criteria, standards)

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Encourage time and effort on challenging learning tasks

Encourage 'time and effort' on challenging learning tasks

Are your assessments designed to encourage students to work in and out of class throughout the semester or year?  Can the students see the relevance of the assessment task – is it an authentic assessment?

Spreading activities either as discrete pieces of work or building up to make a single piece of work throughout the module brings balance to the student workload and can encourage deep learning.  This approach also provides opportunities for ongoing feedback.  Even if marks are attached to the individual elements (summative assessment) the activities will also be formative assessments, because students should be able to build on the feedback provided for the next or subsequent stages or elements. Although a particularly useful approach to use with first year students, this can be extended to students in other years. LEARN MORE ABOUT HOW TO DO THIS

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Encourage time and effort on challenging learning tasks1

Encourage 'time and effort' on challenging learning tasks

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Deliver high quality feedback

Deliver high quality feedback

What kind of feedback do you provide?  How does it encourage students to assess and correct themselves?

We all learn from feedback and it is important that students have the opportunity to learn from the feedback provided by staff.  That learning, however, may be enhanced by high quality feedback.  When students receive poor quality feedback they are less likely to act on it.  The issues that students have with feedback include the time it takes to receive feedback after submitting the work, understanding the feedback that has been given – this could be the language used, the handwriting, or not understanding the abbreviated shorthand. or the grade. If students only get a summary sheet are the comments explicit enough for the student to act on them intelligently – eg does a student know what ‘your spelling needs some attention’ or ‘much of this work was irrelevant’ mean?  Feedback should also be about feedforward - what can the student do next time to improve their performance. LEARN MORE ABOUT HOW TO DO THIS

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Deliver high quality feedback1

Deliver high quality feedback

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Provide opportunities to act on feedback

Provide opportunities to act on feedback

One of the issues frequently raised by staff is that students do not use the feedback given.  There are a number of reasons why this might be including students’ perception of feedback coming too late, the module is over, and/or the mark achieved is acceptable to them.  Students need to use both formative and summative feedback as a means of improving their future performance.  Other than via the next piece of assessed work, do you provide students with opportunities to internalise and act on the feedback given?  Equally, students will not be able to action the feedback if they do not understand it – this usually comes down to the terminology used by the assessor.

LEARN MORE ABOUT HOW TO DO THIS

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Provide opportunities to act on feedback1

Provide opportunities to act on feedback

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Encourage interaction and dialogue around learning

Encourage interaction and dialogue around learning

Dialogue between students and between staff and students plays an important role in student success.  Students need to engage in dialogue around feedback.  Large first year classes make one-to-one interaction between staff and students difficult, but meaningful dialogue can take place between students.  

LEARN MORE ABOUT HOW TO DO THIS

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Encourage interaction and dialogue around learning1

Encourage interaction and dialogue around learning

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Development of self assessment and reflection

Development of self-assessment and reflection

If students are to acquire the skills of regulating their own learning and development they need to be able to self-assess their work.  Providing students with opportunities to engage with self-assessment in a formal manner is likely to develop more autonomous learners and lead to greater engagement with the criteria and standards.

LEARN MORE ABOUT HOW TO DO THIS

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Development of self assessment and reflection1

Development of self-assessment and reflection

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Give choice of topic method criteria weighting or timing of assessments

Give choice of topic, method, criteria, weighting or timing of assessments

Being able to manage and prioritise their work is a key graduate skill.  Providing students with opportunities to make decisions about which topic to do, when to hand work in, the weighting of an assessment or part of it enables them to practise this skill.  For example, students often have a choice of topic to, and some online testing allows them to take the test at some point during a specified period.

LEARN MORE ABOUT HOW TO DO THIS

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Give choice of topic method criteria weighting or timing of assessments1

Give choice of topic, method, criteria, weighting or timing of assessments

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Computer assisted assessment

Computer Assisted Assessment

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Video screen capture with or without audio

Video Screen capture with or without audio

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Audio

Audio

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Annotated text can be used in conjunction with video screen capture

Annotated text – can be used in conjunction with video screen capture

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Electronic voting system personal response system evs prs

Electronic Voting System/Personal Response System (EVS/PRS)

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Narrated presentations

Narrated presentations

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Video of practical activities or lecture

Video – of practical activities or lecture

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Wiki discussion forum blog

Wiki/discussion forum/blog

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E learning templates

e-Learning templates

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Qol assignment tool

QOL assignment tool

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