Assessment design should: "empower" • Engage students actively in identifying or formulating criteria • Facilitate opportunities for self-assessment and reflection • Deliver feedback that helps students self-correct • Provide opportunities for feedback dialogue (peer and tutor-

student) • Encourage positive motivational beliefs and self-esteem • Provide opportunities to apply what is learned in new tasks • Yield information that teachers can use to help shape teaching

"engage"• Capture sufficient study time and effort in and out of class • Distribute students’ effort evenly across topics and weeks. • Engage students in deep not just shallow learning activity • Communicates clear and high expectations to students.

Adapted from Nicol and Macfarlane-Dick (2006) and Gibbs and Simpson (2004)

it is important that students understand that feedback is an evaluation, not of the person but of the performance in context

Use of Online Quizzes and Homework - LanguagesStrathclyde Unihttp://www.reap.ac.ukMichele Dickson - 2007

•Department: Department of Modern Languages

•Class/Course: French 1A •Students: 200

SUPPORTRESOURCES TASKS

Lecture

Before

2 Group Tutorials

a week

2 Group Tutorials

a week

2 Group Tutorials

a week

2 Group Tutorials

a week

2 Group Tutorials

a week

2 Group Tutorials

a week

Tutor support

Oral and Written Exams

ISSUES•limiting the amount of traditionally

marked assessments while giving students more flexibility and greater control over their work.

•established clearer links between course content and all forms of assessment

•increased the range of assessments while lightening the amount of traditionally marked tasks.

• Technology: Online homework and tests supported by VLE, electronic voting system (EVS)

• Assessment Activities: Diagnostic tests of student knowledge at start of year to inform teaching.Formative feedback from regular online testing and EVS classroom use.

• Efficiencies: Effective delivery of course made possible despite significant cuts in funding and staffing.

Tutorials reduced by 50% and replaced with online tasks. Listening classes reduced from 360 to 160 hours. Saving of 200 staff hours.

• Learning Gains: Failure rate in final exam reduced from 24% to 4.6% compared with 2005/06 diet. Attendance has ‘markedly’ improved. progression rate from 1st year to 2nd year which has gone up from 71.7% in 2004-5 to 78% in 2006-7.

SUPPORTRESOURCES TASKS

lecture

Fortnightly Online Exams

Oral and Written Exams

After

1 Group tutorial a week

Online activity/test

1 Group tutorial a week

Online activity/test

1 Group tutorial a week

Online activity/test

1 Group tutorial a week

Online activity/test

1 Group tutorial a week

Online activity/test

1 Group tutorial a week

Online activity/test

Tutor supportOnline diagnostic

Automatic FeedbackLecture

Clicker activity

Use of Discussion Board - PsychologyStrathclyde Unihttp://www.reap.ac.ukProf Jim Baxter - 2007

•Department: Department of Psychology•Class/Course: Basic Psychology •Students: 560

SUPPORTRESOURCES TASKS

2 Lectures per week

2 Lectures per week

2 Lectures per week

2 Lectures per week

2 Lectures per week

2 Lectures per week

2 Lectures per week

2 Lectures per week

2 Lectures per week

2 Lectures per week

2 Lectures per week

2 Lectures per week

Before

Semester 1 Exam

Semester 2 Exam

Tutor support

Main Issues

•Attendance was good for lecturers. But for all the information covered, there was little evidence students had learnt

•More formative assessment opportunities•Get students to read in first week•Create peer support

• Technology: Online collaborative group tasks supported by VLE message-board

• Assessment Activities: Regular collaborative tasks support peer feedback processes and student engagement.

• Efficiencies: 50% of lectures replaced with online tasks. Staff time re-directed to support online tasks.

• Learning Gains: Significant overall improvement in average exam pass mark (51.1% in 2005/06 diet rising to 57.4% in 2006/07).

Exam failure rate reduced from 13% to 5%. Course failure rate reduced from 12.1% to 2.8%.

SUPPORTRESOURCES TASKS

1 Lectures per week

1 Lectures per week

1 Lectures per week

1 Lectures per week

1 Lectures per week

1 Lectures per week

1 Lectures per week

1 Lectures per week

1 Lectures per week

1 Lectures per week

1 Lectures per week

1 Lectures per week

Before

Tutor support feedback on 1 group task

Each week

Online group task

Online group task

Online group task

Online group task

Online group task

Online group task

Online group task

Online group task

Online group task

Online group task

Online group task

Online group task

Exam

Assessment design should: "empower" • Engage students actively in identifying or formulating criteria • Facilitate opportunities for self-assessment and reflection • Deliver feedback that helps students self-correct • Provide opportunities for feedback dialogue (peer and tutor-

student) • Encourage positive motivational beliefs and self-esteem • Provide opportunities to apply what is learned in new tasks • Yield information that teachers can use to help shape teaching

"engage"• Capture sufficient study time and effort in and out of class • Distribute students’ effort evenly across topics and weeks. • Engage students in deep not just shallow learning activity • Communicates clear and high expectations to students.

Adapted from Nicol and Macfarlane-Dick (2006) and Gibbs and Simpson (2004)

Further linkswww.reap.ac.uk – all the projects from Nichol’s work

Video I made giving a quick overview of the Languages project I showed you

http://www.screenr.com/xfh