Assessment and Feedback in GEES

1. Assessment and Feedback in GEES Dr Jennifer Hill NTF, CGeog HEA STEM postgraduates who teach in GEES RGS-IBG, London, 12 March 2012

2. Brief Context: Assessment and Feedback • Assessment – central to the student experience: • ‘frames learning, creates learning activity and orients all aspects of learning behaviour’ (Gibbs, 2006: 23) • Feedback – central to learning from assessment: • ‘feedback quantity and quality are the probably the most important factors in enhancing students’ learning’ (Race, 1999: 27) • However: • ‘the literature on student experiences of feedback tells a sorry tale’ (Handley et al., 2007: 1) • ‘many students commented on ‘cryptic’ feedback which often posed questions, but gave no indication of where they went wrong’(GfK, 2008: 8)

3. Break-out question 1 • What is the purpose of assessment feedback? • In groups of 3-5, compose a list of key points

4. What is the purpose of assessment feedback? • To indicate to students why they gained the grade they did • To indicate to external examiners why students gained the grade they did • To close the ‘performance gap’ ... and so help students to achieve a desired grade outcome • To enhance student learning

5. Break-out question 2 • Are your conceptions of feedback the same as your students? • In groups of 3-5, compose a reasoned answer

6. Are your conceptions of feedback the same as your students? • ‘I want the grade’ ? • ‘I don’t collect my work and/or read your comments’ ? • ‘I want to know where I went wrong’ ? • ‘I can’t understand what you want me to do’ ? • ‘I am de-motivated by the grade/comments’ ? • Do we know what our students think? • Do expectations of students alter as they progress through their studies?

7. Break-out question 3 • What types of assessment feedback are there? • In groups of 3-5, compose a list of key types

8. What types of assessment feedback are there? • formative v summative • formal v informal • written v verbal (incl. audio and video) • text v tick-box v grade • personal (specific) v group (generic) • disembodied (cover-sheet) v embodied (on script – within text) • hard copy v electronic (email, VLE, blogs) • self v peer v tutor

9. Break-out question 4 • What are the preconditions for effective feedback? (consider nature of source, content and recipient) • In groups of 3-5, compose a list of key issues

10. Preconditions for effective feedback • Come from a credible source • Seen as fair and considered • Identifiable as feedback • Timely • Legible • Informative / helpful: - clear, comprehensive message concerning specific issues of the performance gap (i.d. errors and misunderstandings); - information on how to bridge the gap (developmental/scaffolding – i.d. goals and strategies); - positive (encouraging) comments made before negative: recognise effort & acknowledge achievement

11. Preconditions for effective feedback • Encourage positive motivation and self-esteem • Not confusing/contradictory - unambiguous • Opportunity for student voice – discussion • Linked transparently to marking criteria so students can link feedback to future understanding • Stimulate engagement – a learning tool for students to monitor their performance • Balance: - support and challenge - assignment-specific with transferable feedback

12. Model of good practice to enhance assessment literacy? • students and staff co-generate expectations about feedback as assignment progresses • formative dialogic feed-forward - meaning extracted from tutor comments in order for them to be acted upon and translated into better performance (walkthrough feedback/feed-forward ... with audio support?) • students ready to engage with further feedback ..... • effective feedback is a relational process that is integral to the teaching and learning experience

13. Handley et al. (2011)

14. So, consider the table below in your practice ... New methods of feedback delivery in comparison with standard methods Source: Orsmond et al. (forthcoming)

15. And what have students said/done? • NUS Charter on Feedback and Assessment (Sep. 2010) • Followed NUS/HSBC research into assessment & feedback (GfK 2008): - Only 25% students receive verbal feedback in an individual meeting with a tutor - Students who receive verbal feedback are more likely to say it makes it clear how to improve their performance and motivate them to study - Only 60% of students agreed that their coursework feedback makes it clear how to improve their performance • Charter outlines 10 key principles for effective feedback and assessment in HE (see handout)

16. Useful references Bailey, R & Garner, M. (2010) Is the feedback in higher education assessment worth the paper it is written on? Teachers' reflections on their practices. Teaching in Higher Education, 15, 187-198. Cartney, P. (2010) Exploring the use of peer assessment as a vehicle for closing the gap between feedback given and feedback used. Assessment & Evaluation in Higher Education, 35, 551-564. * Crook, A.C. (2011) The use of video for feedback. www.reading.ac.uk/videofeedback. France, D. & Wheeler, A. (2007) Reflections on Using Podcasting for Student Feedback. Planet ,18, 9-11. GfK (2008) NUS/ HSBC Students Research. GfK Financial London, Study Number 154021. Handley, K., Price, M. & Millar J. (2011) Beyond ‘doing time’: investigating the concept of student engagement with feedback. Oxford Review of Education, 37, 543-560. * Lizzio, A. & Wilson, K. (2008) Feedback on assessment: students’ perceptions of quality and effectiveness. Assessment & Evaluation in Higher Education, 33, 263-275. Nicol, D. (2010) From monologue to dialogue: improving written feedback processes in mass higher education. Assessment & Evaluation in Higher Education, 35, 501-517. * NUS (2010) Charter on Feedback and Assessment. Available at: http://www.nusconnect.org.uk/news/article/highereducation/720/

17. Orsmond, P., Merry, S. & Reiling, K. (2005) Biology students’ utilisation of tutors’ formative feedback: a qualitative interview study. Assessment & Evaluation in Higher Education, 30, 369-386. * Orsmond, P., Maw, S.J., Park, J.R., Gomez, S. & Crook, A. (forthcoming) Moving feedback forward: theory to practice. Assessment & Evaluation in Higher Education. Parkin, H.J., Hepplestone, S., Holden, G., Irwin, B. & Thorpe, L. (forthcoming) A role for technology in enhancing students’ engagement with feedback. Assessment & Evaluation in Higher Education. Poulos, A. & Mahony, M.J. (2008) Effectiveness of feedback: the students’ perspective. Assessment & Evaluation in Higher Education, 33, 143-154. QAA (2006) Code of practice for the assurance of academic quality and standard sin Higher Education. Section 6: Assessment of Students. Available at www.qaa.ac.uk. Robinson, S., Pope, D. & Holyoak, L. (forthcoming) Can we meet their expectations? Experiences and perceptions of feedback in first year undergraduate students. Assessment & Evaluation in Higher Education. * Rodway-Dyer, S., Knight, J. & Dunne E. (2011) A case study on audio feedback with geography undergraduates. Journal of Geography in Higher Education, 35, 217-231. Weaver, M.R. (2006) Do students value feedback? Student perceptions of tutors’ written responses. Assessment & Evaluation in Higher Education, 31, 379-394.