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Marking and Feedback

Marking and Feedback. Liz Gormley-Fleming, Sharon Korek & Julie Vuolo Learning and Teaching Institute. Aim . To explore best practice in relation to providing effective and efficient marking and feedback for all students. To include:

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Marking and Feedback

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  1. Marking and Feedback Liz Gormley-Fleming, Sharon Korek & Julie Vuolo Learning and Teaching Institute

  2. Aim • To explore best practice in relation to providing effective and efficient marking and feedback for all students • To include: • An overview of the University’s Assessment-for-Learning Principles and relevant UPRs • Consideration of the efficiency and effectiveness of different approaches to marking and feedback • The student perspective on marking and feedback

  3. Marking Q. What issues and challenges does marking raise for you?

  4. Principles of Good Practice Assessment-for-Learning Principles 2012 • Engages students with the assessment criteria • Supports personalised learning • Ensures feedback leads to improvement • Focuses on student development • Stimulates dialogue • Considers student and staff effort LTI HOME > Guidance, Resources and Toolkits > Assessment and Feedback > Assessment Guidance

  5. UPRs UPR AS14 2012-13 D5.2.2 • Referral in undergraduate programmes: module and short course boards have the authority and discretion to allow the student the opportunity to be referred in examination and or coursework if she/he has achieved an overall module numeric grade of 20 or more • Where a module grade of 19 or less has been achieved through in-intended non-submission of coursework or non-attendance at an examination/class test module then short course boards have the discretion to award a FREFE/FREFC/FREFB (fail) • Grade bands

  6. UPRs UPR AS13 2012-13 • 5.3.3 All summative assessment must be internally moderated. This involves reviewing a minimum of a sample size equal to the square root of the total number of items, but not less than five (5), selecting work from across the range of grades awarded. If there are less than five (5) items of assessment, then all items will be reviewed. • 5.3.6. For modules at levels 6 and 7, any coursework assignment which is unique to the student, counts for over 50% of the module assessment, and is marked by more than one first marker, must be fully blind double marked. An example of an assessment task that must be blind double marked is the individual project/dissertation module.

  7. UPRs UPR AS13 2012-13 • 5.4.1 Students’ coursework will be returned to them together with feedback no later than four (4) weeks after the submission deadline. For work of an on-going nature such as a major project or dissertation, supervising staff will ensure that students are provided with feedback at interim stages. • Anonymous marking-SEEC approved.

  8. Grading criteria • Grading Criteria are a way of communicating the levels of attainment that are expected & mapping them to particular grade bands • Grading criteria can be specific to a piece of work or more usually, are general grading criteria that are published by a school or department for example • Grading criteria are influenced by the academic level of the assessment they relate to • They are a valuable resource for students looking to understand what is expected of them when undertaking assessment work. • Consequently it is important that they are articulated in a transparent logical and accessible form

  9. How to mark? • Know the assessment criteria • Be clear on timing / deadlines • Consider subject knowledge • Set aside time • Consider environment • Online or not? • Consider assessment integrity • Take the plunge…

  10. Feedback

  11. Over to you Q. Give an example of when feedback has not been a positive experience Q. How could this have been improved upon?

  12. What is the purpose of feedback? Consider what are the specific purposes of a piece of feedback e.g. early encouragement, detailed correction of errors, suggestions for further work to advance thinking, encouraging students to ‘break out of the mould’, late stage minimal feedback in conjunction with summative assessment… What is the level? What is the stage? What are the particular features of this group/cohort?

  13. What do students want? The National Union of Students, 2008

  14. Students use of feedback • Lack of guidance on how to address issues identified in feedback (Burke 2007) • Lack of guidance on what to do with feedback (Weaver 2006) • Even when students do read it they do not act on it (Boud and Falchikov 2007)

  15. Effective feedback should avoid.... Potentially damaging terms Final language Feedback should…....... Negative but not necessarily destructive terminology Positive but not going anywhere statements Concentrate on description, evaluation and remediation; be timely; consider inclusivity; feed forward; be written clearly; be meaningful…

  16. Unhelpful feedback! http://www.youtube.com/watch?v=PRIlnUAKwDY&feature=related

  17. Over to you • What is the practice in your school? • How often? • By what means? • What support is available for new teachers? • How do you know it is working?

  18. Different ways of giving feedback -examples from practice

  19. Remote Student Peer Assessment and Feedback

  20. Podcast Feedback on Coursework Written Feedback on End-of-module Summative Assessment The comments focus on exam technique rather than subject specific issues.

  21. Involving students in feedback • Tell you, given where they are at with their learning, what they want your feedback on • Summarise what the feedback you provided meant to them • Write feedback on their own submissions (before submitting their work) • Demonstrate how they have used feedback from previous assessment activity to enhance the current assessment task

  22. Over to youQ. What are the key challenges of marking and feedback?Q. What can we do to enhance Assessment-for-Learning practice in relation to marking and feedback?

  23. Things to try

  24. Bibliography • JISC Assessment and Feedback Programme (2012) http://www.jisc.ac.uk/whatwedo/programmes/elearning/assessmentandfeedback.aspx • Learning and Teaching Institute (2012) Assessment-for-Learning Principles, University of Hertfordshire • National Union of Students (2010) Feedback: What can you expect http://www.nus.org.uk/en/advice/course-reps/feedback/feedback-what-you-can-expect-/ (accessed 25th June 2012) • National Union of Students (2008) Higher Education Assessment Feedback Campaign http://www.nus.org.uk/en/campaigns/higher-education/assessment-feedback-/ • Nicol, DJ. & Macfarlane-Dick, D. (2006) Formative assessment and self-regulated learning; a model and seven principles of good practice. Studies in Higher Education Vol 31, No. 2, pp. 199-218

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