2. Session Agenda:
What assessment need to be.
What feedback needs to be.
How can we best achieve this using digital
tools? What can these digital tools afford the
student and the tutor?
3. Assessments need to be:
Transparent
Reliable
Valid
Authentic
NSS surveys highlight assessment as one of the
most significant areas for improvement in HE
6. Online Questionnaires to Elicit
Feedback...
Use of online feedback prior to or after
summative assessments or formal submissions
SOS (JISC MAC):
subject-specific feedback
operational feedback (post questionnaire)
strategic journal (possibly face-to-face with
tutor)
7.
8. Employability:
Assessments can demonstrate what skills a
graduate has to an employer, how the skills
worked and what is transferable to the
employer.
Assessment can provide a key link between
the world of learning and the world of work.
9. PRACTITIONER FEEDBACK
Practitioner feedback can be designed to prompt
learners into self-regulation, for example, by developing
learners’ understanding of the assessment criteria before
they commence an assignment, by making feedback more
of a dialogue than a one-way process and by ensuring that
learners can act on the feedback they receive. Good results
may also be obtained when learners apply assessment
criteria to examples of completed work before producing
their own assignments.
10. Peer and Self Assessment:
Assessment of group work
Self-evaluation
Self-reflection
Learning from evaluating others’ work
11. cont...
Help focus on learning and assessment criteria
Recognise they are active agents in learning
Create a learning journal - dialogue with tutor
12. Student collaboration:
Working on an assessment in a group - even an
essay
Improvements in awareness of assessment
criteria and understand of learning objectives
13. Engagement with Feedback:
How can we use feedback more effectively?
What mechanisms can we use in Bb?
Related to learning objectives and assessment
criteria
14.
15. Nicol and Macfarlane-Dick (2006):
The seven principles of good feedback:
1. Clarify what good performance is
2. Facilitate reflection and self-assessment in learning
3. Deliver high-quality feedback information that helps
learners self-correct
4. Encourage teacher–learner and peer dialogue
5. Encourage positive motivational beliefs and self-esteem
6. Provide opportunities to act on feedback
7. Use feedback from learners to improve teaching
20. Audio Feedback
Rich feedback; tutors can expand on salient points, vary the
tone, pitch and pace of the voice and add humour to build
rapport, opening the door to an ongoing dialogue between
student and tutor.
Generic podcasts ‘do it once and deliver it often’
Clarity, immediacy and personal quality of the feedback
21. Audio feedback quote:
‘We like the fact that you develop something once and
deliver it often. And it has proved to be less time
consuming than writing reports on drafts of the
dissertation, which is where we have used audio the
most.’
Tutor, School of Psychology, University
of Leicester
22. Group work: Digital Affordances
What can technology enhance or enable in
assessment and feedback?
What does the technology afford us in
opportunities to give feedback and enhance
assessments?
How can we measure its impact?
23. How Can We Ensure Feedback Leads
to Improvement?
Link to established principles of good practice:
-
support personalised learning - self-review
engages students with assessment and
marking criteria
stimulate dialogue
focus on student development
24. The Future...
Capturing the processes as well as the outcomes of
learning
Supporting learners in self-monitoring and self-assessment
Activating peers to become both drivers and assessors of
learning
Involving learners in the design of assessment and
feedback
