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Giving students feedback on assessment

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When students complete an assessment, as teachers, we then have an opportunity to respond through our marking and feedback. This is a wonderful chance to do a little more teaching, particularly individualised teaching, through our feedback.

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Giving students feedback on assessment

  1. 1. Ann Wilson Senior Academic Developer Learning and Teaching at Navitas
  2. 2. Outline of session  Why do we provide feedback?  What are the main challenges with giving useful feedback?  How might we address these challenges  Some new ways forward – what will you do?
  3. 3. Some introductions  Who am I?  Who is in the room?  What are your questions about feedback?  Recording the session
  4. 4. What is the purpose of feedback?
  5. 5. What is the purpose of feedback? Confidence Building: Feedback can be used to give encouragement to students, to help them to strive to further improve their work in the future Achievement: give students an idea of how well they have achieved Performance Improvement: Feedback can be used to provide individuals with information on how performance improvement can be implemented, and improvement plans produced. .
  6. 6. More reasons to give feedback  Identify strengths and weaknesses: To enable the students to identify their strengths and weaknesses within the module/task set.  Correction: Correct errors, and point out to students information that they might have missed.  Clarification and accountability: where feedback is used to demonstrate/clarify how a specific grade was reached- accountability.
  7. 7. navitas-professional.edu.au navitasenglish.com More reasons to give feedback  Identify strengths and weaknesses: To enable the students to identify their strengths and weaknesses within the module/task set.  Correction: Correct errors, and point out to students information that they might have missed.  Clarification and accountability: where feedback is used to demonstrate/clarify how a specific grade was reached- accountability.
  8. 8. And some more…  Student experience: where feedback can be seen to enhance the quality of student educational experiences  Feedback to aid intellectual achievement: where feedback is the assessment of outcomes generated through undertaking assignments, this is the teaching opportunity that feedback offers.
  9. 9. navitas-professional.edu.au navitasenglish.com What is the purpose of feedback? Confidence Building Achievement Performance Improvement Identify strengths and weaknesses Correction Clarification Student experience Intellectual achievement
  10. 10. Seven principles of good feedback Nicol and McFarlane-Dick
  11. 11. Assessment & Evaluation in Higher Education, 2013 Vol. 38, No. 6, 698–712, http://dx.doi.org/10.1080/02602938.2012.691462
  12. 12. Good feedback…  Facilitates self assessment  Encourages teacher and peer dialogue  Clarifies what good performance is  Provides opportunity to close the gap  Delivers high quality information  Encourages positive self esteem  Provides information to the teacher
  13. 13.  What are the main challenges with giving useful feedback?  How might we address these challenges?
  14. 14. Marking and Feedback: some challenges The challenges of numbers….  Individualizing feedback when marking a lot of assessments  Time to provide feedback
  15. 15. The challenge of judgement  Difficulties in assigning marks to assignments  Using assessment criteria and rubrics
  16. 16. CRITERION A B+ B C REFER/FAIL Presentation & style 1 Presentation of assignment Shows a polished and imaginative approach to the topic Carefully and logically organised Shows organisation and coherence Shows some attempt to organise in a logical manner Disorganised/ incoherent 2 Clarity of expression (incl. accuracy, spelling, grammar, punctuation Fluent writing style appropriate to document. Grammar and spelling accurate. Language fluent Grammar and spelling accurate Language mainly fluent Grammar and spelling mainly accurate Meaning appararent-rent, but language not always fluent Grammar and/or spelling contain errors Meaning unclear and/or grammar and/or spelling contain frequent errors 3 Communication and presentation (appropriate to discipline) Can engage effectively in debate in a professional manner and produce detailed and coherent project reports Can communicate effectively in a format appropriate to the discipline and report practical procedures in a clear and concise manner with all relevant information in a variety of formats Can communicate effectively in a format appropriate to the discipline and report procedures in a clear and concise manner with all relevant information Some communication is effective and in a format appropriate to the discipline. Can report practical procedures in a structured way Communication is unstructured and unfocused and/or in a format inappropriate to the discipline 4 Presentation (visual) Material is imaginatively presented resulting in clarity of message and information Material is carefully structured with clear message and visual effect Material included is relevant to topic and has been structured. Visual aspect of presentation is limited Material presented is relevant but lacks structure or visual impact Not all material is relevant and/or is presented in a disorganised manner 5 Presentation (oral) Imaginative presentation of material resulting in clarity of message and information Well structured and signposted presentation. Audible and pace appropriate to audience. Visual aids used to support the presentation Clearly structured and addressed to audience. Pace and audibility satisfactory. Visual aids used Shows some attempt to structure material for presentation, pace and audibility are satisfactory most of the time Material is difficult to understand due to poor structure and/or pace and audibility © Oxford Brookes University
  17. 17. The challenge of not being heard  Dealing with frustration when students don’t take on board feedback  Ensuring balance between positive and constructive feedback
  18. 18. The challenge of excellence  Providing feedback for excellent assessments
  19. 19. Think about using some sentence headers
  20. 20. Some other words to use
  21. 21. What will you do differently?  What were the challenges that you identified at the beginning?  Have you any thoughts about what you might do differently?
  22. 22. Some resources  NUS Benchmarking tool for assessment and feedback  https://www.ucl.ac.uk/teaching-learning/pdfs/NUS- assessment-and-feedback-benchmarking-tool.pdf  NUS Charter on assessment and feedback  https://wiki.ucl.ac.uk/pages/viewpage.action?pageId= 42009080  UNSW resources on assessment and feedback  https://teaching.unsw.edu.au/assessment
  23. 23. Any further questions? Thank you for your participation

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