(SJS[date]) 1 (Assessment and) Feedback - introduction The role of assessment: –Extract from ALOE resource –Assessment audit tool Receiving feedback What is feedback? Giving feedback to students: –Assessment experience questionnaire (AEQ)

(SJS[date]) 2 Assessment (inc. feedback) Assessment of Learning Outcomes (ALOE) – extract [Section 7] Assessment audit tool – taught modules –Appropriate and secure assessment methods –Marking criteria, grade descriptors –Timely and progressive assessment –Feedback –Resit/second-chance –Student views Development of staff practices –Time allocation –Reflection –Action plan

(SJS[date]) 3 Receiving feedback One piece of good feedback you have received One piece of negative feedback you have received

(SJS[date]) 4 Terminology Formative Assessment –Assessment for providing feedback to learners in order to help them learn, and feedback to teachers for deciding how a student’s learning should be taken forward. Summative Assessment –Assessment which provides overall evidence of the achievement of students and of what they know, understand and can do, by assigning a value to what the student achieves.

(SJS[date]) 5 Feedback AND Feed forward Feedback –comments on a completed work that the student cannot repeat. The comments are useful to inform the student about strengths of their work and areas for further development in future assessments. Feed forward –mostly what has been called feedback – where a student has an opportunity to respond to the ‘comments’, e.g. a formative hand in – constructive.

(SJS[date]) 6 Outline of SENLEF report - Student Enhanced Learning through Effective Feedback Publication available on HEA website: [ Briefing Paper on formative assessment and feedback, and self-regulation of learning Conceptual model 7 principles of good feedback practice Simple strategies 50 case studies of good practice

(SJS[date]) 7 How to conceptualise formative assessment & feedback? A process that builds up the students’ own skills and capacity to self-evaluate and self-correct [throughout their programme of study] Formative assessment and feedback by others can only have an impact on learning when it influences a student’s own self-regulatory processes - whereby learners set goals (adapted from Boud, 1995). [Boud, D. (1995). Enhancing Learning Through Self Assessment Pub. Routledge, ISBN ]

(SJS[date]) 8 Self-regulated learning Self-regulated learning is an active constructive process whereby learners set goals for their learning and monitor, regulate, and control their cognition, motivation, and behaviour, guided and constrained by their goals and the contextual features of the environment. (Pintrich and Zusho, p64) [P. R. Pintrich and A. Zusho, (2002) “The Development of Academic Self- Regulation: The Role of Cognitive and Motivational Factors,” in Development of Achievement Motivation, eds. A. Wigfield and J. Eccles, San Diego, Calif.: Academic Press]

(SJS[date]) 9 Sadler’s argument: For feedback to benefit learning, students must know: 1. What good performance is (goals, criteria) 2. How current performance relates to good performance (compare) 3. How to act to close the gap Implies that students ‘must already possess some of the same evaluative skills as the teacher’ (Sadler, 1983). [Sadler D (1983) ‘Evaluation and the improvement of student learning’ Journal of Higher Education 54:60-79]

(SJS[date]) 10 The Seven Feedback Principles How can assessment and feedback help to build a learner’s capacity to self-regulate? 1.Helps clarify what good performance is (goals, standards, criteria) 2.Facilitates development of self-assessment in learning 3.Delivers high quality information to students about their learning 4.Encourages teacher and peer dialogue around learning. 5.Encourages positive motivational beliefs and self-esteem. 6.Provides opportunities to close the gap between current and desired performance. 7. Provides information to teachers that can be used to shape teaching.

(SJS[date]) 11 Assessment and Feedback – CETLs (1) Assessment for Learning Northumbria: [ –Research and evaluate: see Standard Standard –Case studies: see 1.pdf [ no. 3 in engineering] 1.pdf –Resources and publications (inc. signpost leaflets): see dard dard

(SJS[date]) 12 Assessment and Feedback – CETLs (2) Assessment Standards Knowledge exchange Oxford Brookes: [ =/learningandteaching/aske/] =/learningandteaching/aske/ –1,2,3 leaflets: Each leaflet focuses on a piece of assessment-related research and clearly states how that research can be applied to teaching practice in three easy steps. –Assessment Perspectives: a collection of brief articles outlining ideas, new thinking and differing views on assessment. –Publications: since 2004, by staff associated with the CETL

(SJS[date]) 13 Assessment and Feedback – resources (1) Academy resources/webpage: [ –Assessment and Feedback (student views) : video download –Marking Criteria and Assessment Methods (student and staff perspectives): video download –Plagiarism (student views): video download –Resources in Assessment: iPod podcast –Assessment - HE in FE: DVD

(SJS[date]) 14 Assessment and Feedback – resources (2) EngSC resources/webpage: [ –Assessment of Learning Outcomes (ALOE) [ es.pdf] es.pdf –Feedback event [ –Mini-Projects, Teaching Awards –Novel Approaches to Student Engagement (NAPSE) [ – poster presentationshttp://

(SJS[date]) 15 Assessment and Feedback – resources (3) Other resources: –Designing student learning by promoting formative assessment (Bone, 2008) [ Scottish Quality Enhancement (SQE) themes: [ –Hong Kong Polytechnic Assessment Resource Centre: [

(SJS[date]) 16 Assessment and Feedback – other resources Supportive/general texts: –“A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice”, 3 rd edition. Fry, H., Ketteridge, S., Marshall, S. (ed.), (2008), Routledge. ISBN: –“Teaching for quality learning at university”. Biggs, J. (2003) Second edition. Buckingham: SRHE & Open University Press –“The Lecturer’s Toolkit”, 3 rd (Rev.) edition. Race, P., (2006), Routledge. ISBN:

(SJS[date]) 17 Learning Points – (Assessment and) Feedback

(SJS[date]) 18 Action Points – (Assessment and) Feedback Please write below three action points you will take from today, with a planned start time: