Assessment and Feedback in GEES Dr Jennifer Hill Associate Professor in T&L NTF, CGeog HEA STEM Postgraduates who Teach GEES Thistle King James Hotel, Edinburgh, 11 March 2013

Workshop outline Brief context What is the purpose of assessment feedback? What types of assessment feedback are there? Preconditions for effective feedback – what do you consider these to be and do your students agree? Improving your practice to satisfy student expectations

Assessment – central to the student experience: frames learning, creates learning activity and orients all aspects of learning behaviour (Gibbs, 2006: 23) Feedback – central to learning from assessment: feedback quantity and quality are the probably the most important factors in enhancing students learning (Race, 1999: 27) However: the literature on student experiences of feedback tells a sorry tale (Handley et al., 2007: 1) many students commented on cryptic feedback which often posed questions, but gave no indication of where they went wrong (GfK, 2008: 8) Brief Context: Assessment and Feedback

Break-out question 1 What is the purpose of assessment feedback? In groups of 3, compose a list of key points Write them on individual post-its and place them on the wall

To indicate to students why they gained the grade they did To close the performance gap... and so help students to achieve a desired grade outcome To enhance student learning What is the purpose of assessment feedback?

Break-out question 2 What types of assessment feedback are there? In groups of 3, compose a list of key types Write them on individual post-its and place them on the wall

formative v summative written v verbal (incl. audio and video) comments v tick-box v grade personal (specific) v group (generic) disembodied (cover-sheet) v embodied (on script – within text) hard copy v electronic ( , VLE, blogs) tutor v peer v self What types of assessment feedback are there? audiofeedbackstude ntvoicesmay09.mp3 See handouts

Break-out question 3 What do you consider are the preconditions for effective feedback? (consider nature of provider, content and recipient) Are your conceptions the same as the students? In groups of 3, compare your ideas to those of the NUS Charter (published Sep. 2010) NUS Charter outlines 10 key principles for effective feedback and assessment in HE

How can you improve your practice to satisfy student expectations? - Are their expectations realistic? - What is in your control and what can you change? - What is fixed and how can you work within these constraints?

Come from a credible source Seen as fair and considered Identifiable as feedback Timely Legible (... and avoid red pen) Informative / helpful: - clear, comprehensive message concerning specific issues of the performance gap (i.d. errors and misunderstandings) ; - information on how to bridge the gap (developmental/scaffolding – i.d. goals and strategies); - positive (encouraging) comments made before negative: recognise effort & acknowledge achievement Preconditions for effective feedback 1

Encourage positive motivation and self-esteem Not confusing/contradictory - unambiguous Linked transparently to LOs & marking criteria so students can link feedback to future understanding Opportunity for student voice – discussion Stimulate engagement – a learning tool for students to monitor their performance Balance: - support and challenge - assignment-specific with transferable feedback Preconditions for effective feedback 2

students and staff co-generate expectations about feedback as assignment progresses formative dialogic feed-forward - meaning extracted from tutor comments in order for them to be acted upon and translated into better performance (walkthrough feedback/feed-forward... with audio support? Withhold grade until feedback discussed; overview annual feedback and create action plan) students ready to engage with further feedback..... Model of good practice to enhance assessment literacy?

So, consider the table below in your practice... New feedback deliveryStandard feedback delivery Encourages dialogue between giver and receiver of feedback Involves peers Explicitly encourages self - assessment/regulation Feedback on assignment process Students encouraged to be proactive in working with feedback Monologue often tutor directed one way feedback Does not involve peers Dos not explicitly encourage self- assessment/regulation Feedback on assignment product Students encouraged to be reactive in working with feedback New methods of feedback delivery in comparison with standard methods Source: Orsmond et al. (2013)

Useful references Bailey, R & Garner, M. (2010) Is the feedback in higher education assessment worth the paper it is written on? Teachers' reflections on their practices. Teaching in Higher Education, 15, Cartney, P. (2010) Exploring the use of peer assessment as a vehicle for closing the gap between feedback given and feedback used. Assessment & Evaluation in Higher Education, 35, * Crook, A.C. (2011) The use of video for feedback. Handley, K., Price, M. & Millar J. (2011) Beyond doing time: investigating the concept of student engagement with feedback. Oxford Review of Education, 37, * Hughes, P. & Boyle, A. (2005) Assessment in the Earth Sciences, Environmental Sciences and Environmental Studies. GEES Learning and Teaching Guide. HEA GEES. * JISC (2010) Effective Assessment in a Digital Age. HEFCE * Lizzio, A. & Wilson, K. (2008) Feedback on assessment: students perceptions of quality and effectiveness. Assessment & Evaluation in Higher Education, 33, Nicol, D. (2010) From monologue to dialogue: improving written feedback processes in mass higher education. Assessment & Evaluation in Higher Education, 35, Nicol, D. (2012) Resituating feedback from the reactive to the proactive. In D. Boud & L. Malloy (eds) Effective Feedback in Higher and Professional Education: understanding it and doing it well. Routledge (in print).

* NUS (2010) Charter on Feedback and Assessment. Available at: * Orsmond, P., Maw, S.J., Park, J.R., Gomez, S. & Crook, A. (2013) Moving feedback forward: theory to practice. Assessment & Evaluation in Higher Education, 38, 240– 252. Parkin, H.J., Hepplestone, S., Holden, G., Irwin, B. & Thorpe, L. (forthcoming) A role for technology in enhancing students engagement with feedback. Assessment & Evaluation in Higher Education. Poulos, A. & Mahony, M.J. (2008) Effectiveness of feedback: the students perspective. Assessment & Evaluation in Higher Education, 33, QAA (2006) Code of practice for the assurance of academic quality and standards in Higher Education. Section 6: Assessment of Students. Available at Robinson, S., Pope, D. & Holyoak, L. (forthcoming) Can we meet their expectations? Experiences and perceptions of feedback in first year undergraduate students. Assessment & Evaluation in Higher Education. * Rodway-Dyer, S., Knight, J. & Dunne E. (2011) A case study on audio feedback with geography undergraduates. Journal of Geography in Higher Education, 35, Weaver, M.R. (2006) Do students value feedback? Student perceptions of tutors written responses. Assessment & Evaluation in Higher Education, 31,