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Challenges in Formative Assessment across ENCAP, HISAR, and CARBS. Melanie Bigold, Rob Gossedge, Casper Hoedemaekers, Tracey Loughran, and Maki Umemura. What is Formative Assessment?. Activities which result in information that can be used to alter teaching and learning

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challenges in formative assessment across encap hisar and carbs

Challenges in Formative Assessment across ENCAP, HISAR, and CARBS

Melanie Bigold, Rob Gossedge, Casper Hoedemaekers, Tracey Loughran, and Maki Umemura

what is formative assessment
What is Formative Assessment?
  • Activities which result in information that can be used to alter teaching and learning
  • Assessment ‘becomes formative when the information is used to adapt teaching and learning to meet student needs’

Carol Boston, ‘The concept of formative assessment’, Practical Assessment, Research and Evaluation 8:9 (2002).

  • A tool to improve student performance
  • A tool to enhance student learning
  • A tool to help tutors!
formative assessment
Formative Assessment
  • Formative assessment enables …
  • Students and tutors to gauge the standard of written work
  • Students to improve performance
  • Formative assessment and feedback constitute a two-way process between students and tutors
  • It can be written comments, annotation on essays, essay return tutorials, any time a student asks a question about work and a tutor responds
  • It should relate to the marking criteria, be full, indicate areas of good performance, identify problems, and suggest improvements
a two way process
A Two-Way Process
  • ‘It is the student’s responsibility to make the most of all opportunities provided through constructive feedback to improve their work and performance’

http://www.tutoring-online.info/wp-content/uploads/2009/12/homework-cartoon-003.gif

the project
The Project
  • We wanted to find out …
  • What are the limitations and possibilities of formative assessment?
  • How can we improve formative assessment?
  • What is good practice across schools?
  • Aim: investigate, compare, and implement changes!
the project6
The Project
  • We started by …
  • Circulating statements on current practice in our Schools
  • Comparing and contrasting practice

in Schools with QAA benchmarks,

and across Schools

  • Investigating student attitudes/

responses to formative assessment

through questionnaires and responses

to the National Student Survey

  • Comparing advantages and disadvantages
  • Formulating principles to guide formative assessment in different disciplines/Schools
the presentation
The Presentation
  • Comparison of practice in ENCAP, CARBS (Japanese Studies), and HISAR
  • Case study: the MBA (CARBS)
  • Conclusion: principles of formative assessment
formative and summative assessment in encap carbs and hisar
Formative and Summative Assessment in ENCAP, CARBS and HISAR
  • ENCAP:
  • Formative assessment = variety of different methods
  • Summative assessment = primarily essay-based
  • CARBS (Japanese Studies):
  • Formative assessment = variety of different methods
  • Summative assessment = variety of different methods
  • HISAR
  • Formative assessment = essays
  • Summative assessment = primarily exam-based
student questionnaire
Student Questionnaire
  • Designed to measure:
  • Whether students would prefer more or less formative assignments
  • What students believed to be the purpose of formative assignments, and how they had used feedback on formative assignments to improve performance;
  • What type of feedback students had previously received on formative assignments, and what type of feedback they would prefer in future
  • Also designed to encourage students to critically appraise the purpose of formative assessment and feedback
problems of formative assessment
Large groups – too much marking!

Types of assessment – student perception of ‘fit’ versus ability of tutor to mark

When should formative assignments be set? – time for learning versus time for marking

Should formative assignments be compulsory? – student perceptions (over-assessment/worth)

Problems of Formative Assessment

http://wac.colostate.edu/atd/articles/haswell2.jpg

student expectations and responses
Student Expectations and Responses
  • Mixed levels of satisfaction with level of formative assessment across Schools
  • Most identified purpose as ‘practice’, monitoring progress, or ‘getting feedback’ (!)
  • Most believed useful as practice (plus improved focus and discipline)
  • Most would like written and oral feedback (was this the wrong question?)
  • Students had used feedback to improve performance in a variety of ways
preliminary conclusions
Students use formative assessment in a variety of ways

This often depends on type of assessment and feedback received

But most find it useful

The student-centred approach works!

Preliminary conclusions …?
case study formative assessment at carbs
Case study: formative assessment at CARBS

Full-time MBA (Masters in Business Administration) at CARBS

Recent introduction of formative assessment into the programme

Attempt to address

  • High failure and drop-out rates
  • Low average results
  • Low attendance
carbs specific challenges on the mba
CARBS: specific challenges on the MBA
  • Large groups (350+ students)
  • Student diversity:
      • Language abilities
      • Learning styles
      • Expectations on

assessment

carbs mid term project week
CARBS: mid-term project week

Formative assessment week (November)

All students participate

Various types of assessment, including:

  • Study skills training
  • Course revision and briefing sessions
  • Poster presentations to staff
  • Self-evaluation
  • Peer evaluation
findings across carbs encap and hisar
Findings across CARBS, ENCAP, and HISAR
  • Isolation of eightprinciples to guide design of formative assessment:
  • Size of groups
  • Timing of formative assessment
  • Managing student expectations
  • Anticipating learning styles
  • Types of formative assessment
  • Requirements and incentives
  • Method and use of feedback
  • Measuring outcomes
so what
So what?
  • Implementation:
  • Engagement with students via questionnaires and staff-student panels
  • Informal discussion with colleagues
  • Discussion at working parties, section meetings and Boards of Studies