shu l&t conference june 2013
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ASSESSMENT AND FEEDBACK
ALICE BAILEY – HI LLSB OROUGH COLLEGE
ALICE .BAILEY@SHEFFCOL.AC.UK
SHU L&T Conference June 2013
Contents
Aims and objectives Literature
Methodology
Outcomes
Aims and Objectives
Aim – To investigate methods for increasing student attainment at HE (in an FE setting).
Objective – To produce a practical guide and useful templates that can be applied to different HE settings with the purpose of increasing student attainment.
Literature
Gibbs (2003) “focused their efforts on improving feedback to students”
Pedrosa de Jesus and Moreira (2006) and Crisp (2007) ‘make progress and improve in subsequent tasks’
Crisp (2007), Boud and Molloy (2013) ‘two-way conversation’
Hattie and Timperley (2007) “self-regulate”
Gibbs (2006) “feedback without marks leads to better learning than marks only, or even than marks with feedback”
Brockbank and McGill (1998) “where the feedback process is driven by the learners’ own enquiry, through critical reflection, their focus becomes the progress they are making towards the intended learning outcomes of the unit of study.”
Bryan and Clegg (2006) ‘regular and timely and closely related to the outcomes’
Methodology
Student focus group
Student Experience Questionnaire
Staff focus group
Staff questionnaire
Outcomes
Feedback needs to be personalised (but always about the work, not the person!)
Formative feedback on draft work is vital to student improvement
One to one discussions help students understand and apply their feedback to their work
When summative, feedback should be generalisable so that students can apply it to their next piece of work
When students are encouraged to self and peer assess they internalise their feedback and rely on external sources for reassurance less
Outcomes
SOW templates drafted with formative feedback sessions included
Self-assessment submission documents
Online marking of summative work followed by one to one sessions to discuss feedback
Providing feedback before providing mark (eg, feedback online, mark only available on attendance to one to one session)
Any questions?
References
Boud, D and Molloy, E, (Eds.), 2013, Feedback in Higher Education; Understanding it and doing it well, Oxon, Routledge
Brown, E (2006) Commentary Article: The Assessment Experience Questionnaire [online] Last accessed 16/4/13 at http://www.open.ac.uk/fast/pdfs/Brown%20-AEQ.pdf
Bryan, C and Clegg, K, (Eds.), 2006, Innovative Assessment in Higher Ed, Oxon, Routledge
Carless, D., Salter, D., Yang, M. and lam, J., 2011. Developing sustainable feedback practices, Studies in Higher Education, 36(4), 395-407.
Crisp, B. (2007). Is it worth the effort? How feedback influences students' subsequent submission of assessable work. Assessment and evaluation in higher education . 32 (5), 571-581.
Gibbs, G (2006). How assessment frames student learning, Innovative Assessment in Higher Education, p23-36
Hattie, J and Timperly, H., 2007, The Power of Feedback, Review of Educational Research, vol. 77 no. 1 81-112
Pedrosa de Jesus and Moreira, AC. (2006). The role of students' questions in aligning teaching, learning and assessment: a case study from undergraduate sciences. Assessment in Education: Principles, Policy and Practice. 13 (2), 193-201.
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