4th & 5th June 2015

Electronic Assessment FeedbackClaire Farquharson, Edge Hill University

SOLSTICE Conference 2015

Claire Farquharson

ABSTRACTWith the paradigm shift towards a student centred approach to education (Rust, 2002) the role of assessment feedback on student learning continues to be discussed within the higher education sector (Ding, 1998; QAA, 2000; Higgins, 2010). This presentation aims to discuss the use of online assessment feedback to streamline specific and generic feedback in a well-timed, accessible and clear manner.  It highlights the importance of feedback to assist student engagement, self-reflection and development whilst identifying the role grade centre can play with grade access and marking rubrics to assist transparency from the original module handbooks to assist a variety of assessment methods. It identifies within the BSc (Hons) Sports Therapy programme the initial development of online marking rubrics and feedback, progressions and pitfalls and future considerations.

Claire Farquharson

Aims To discuss the use of online assessment feedback to

streamline specific and generic feedback in a well-timed, accessible and clear manner. 

To identifying the role grade centre can play with grade access and marking rubrics

To discuss development to assist a variety of assessment methods.

To highlight pitfalls and future considerations.

Claire Farquharson

Assessment Feedback

“students perceive feedback into four main themes helpful to improve learning; too general or vague, lack guidance, focused

on the negative or were unrelated to assessment criteria” (Weaver, 2006)

QAA (2000) advises • timeliness of feedback• specifying the nature and extent for

feedback• relating to published assessment criteria• the language assessment and study should

normally be the same

EHU: The Undergraduate Framework - ‘Lenses’ • Teaching, Learning and Assessment• Technology Enhanced Learning

“students do read comments but do little with them” (Ding, 1998)

“ although students have extrinsic motivation to meet assessment demands via a surface

approach they want accurate feedback” (Ding, 1998)

“students make an emotional investment in an assignment and want some return on that

investment” (Higgins et al, 2010)“feedback doesn’t work students are more

interested in their grade or mark and pay little attention to feedback” (Wojitas, 1998; Fritz,

1990)

Claire Farquharson

Electronic Assessment Feedback

4 week release date

Marking Rubrics

Grade Access

Action Points

Self Reflection

Feedforward

Specific Feedback

QAA• timeliness of

feedback• specifying the

nature and extent for feedback

• relating to published assessment criteria

• the language assessment and study should normally be the same

Group Feedback

Key Points

Revision

Generic Feedback

Claire Farquharson

Pilot

Claire Farquharson

Implementation Set Up

Inputting

Development

Claire Farquharson

What we learnt!

Positive student feedback

Reduced time inputting and feedback

Reduced tutorials and questioning

Once structure is set up can be exported across for the following year

Assists student reflection

Feedforward

Need to ensure access to ipads/phone devices

If students submit via TURNITIN cannot view marking rubric on Grade Centre

University are moving away from TURNITIN due to compatibility unless to check for originality

Claire Farquharson

SUMMARY

Claire Farquharson

REFERENCES Ding, I (1998) Revisiting assessment and learning: implications of students’ perspectives

on assessment feedback. Paper presented to Scottish Educational Research Association Annual Conference, University of Dundee, September 25-26, citied in Higgins, R, Hartley, P & Skeleton, A (2010) The conscientious consumer: Reconsidering the role of assessment feedback in student learning. Studies in Higher Education 27 (1) 53-64

Dror, IE (2008) Technology enhanced learning; The good, the bad and the ugly. Pragmatics and Cognition 16 (2) 215-223

Higgins, R, Hartley, P & Skeleton, A (2010) The conscientious consumer: Reconsidering the role of assessment feedback in student learning. Studies in Higher Education 27 (1) 53-64

QAA () UK Quality Code of Practice for the Assurance of Academic Quality and Standards in Higher Education: assessment of students. http://qaa.ac.uk/COPaosfinal/genprin/htm~fsp

Weaver, M (2007) Do students value feedback? Student perceptions of tutors’ written responses. Assessment and Evaluation in Higher Education 31 (3) 379-394

Wojitas, O (1998) Feedback? No, just give us the answers. Times Higher Education Supplement (THES) http://www.thesis.co.uk:80/tp/1/PRN/SEARCH/indexa.html