Associate, Economics Network www.economicsnetwork.ac.uk Context - PowerPoint PPT Presentation

Workshop on effective economics teaching in higher education Bristol, October 2012 Effective assessment and feedback Peter Smith University of Southampton Associate, Economics Network www.economicsnetwork.ac.uk

Context • Assessment & feedback can be stressful – for staff and students – the potential tyranny of marking & providing feedback • National Student Survey – Low scores for feedback • across institutions and disciplines • Transition to university – from A-level to undergraduate • Formative vs. summative assessment – importance of incentives

Assessment and feedback are inextricably linked • The nature of assessment methods used determines the type and effectiveness of feedback • Good feedback needs to improve student achievement on assessments • …but can be costly as student numbers increase • Timing of assessment & feedback can be critical

Assessment should be designed to: • be effective – needs to assess intended learning outcomes • be efficient – in terms of staff time • enable good feedback – to improve performance in future assessments

Effective assessment • Discriminating in assessing outcomes – Knowledge & understanding – Application of (economic) thinking – Analysis & Synthesis – Evaluation – Expression • “Graduate attributes” – Communication – Problem-solving – Teamworking – Reflection – etc. • Different forms of assessment work well for different attributes/outcomes

Effective feedback • Gulf between what students want.. • and what we want to give them • It is important to manage/influence expectations … • and to raise awareness of what is meant by feedback • …and when students are receiving it. • Use student-friendly language

What students would like… based on a survey of c.600 students at Southampton • Most effective feedback: – detailed written feedback (hard copy or online) – NOT mark only/brief/delayed • Timeliness – Neutral between marks & brief comments after 2 weeks cf. detailed comments after 3 weeks • Published deadlines for marks & feedback – to which staff adhere • Feedback available in time to improve next time • Consistency across schools & programmes

What students would like… (2) • Quick turn-around • More detailed/explanatory • Legible • Positive – how to do better next time • Consistent • Individual tutorials

What students do not like… • Results displayed on noticeboard or grades only • Brief & general feedback • Group feedback • Written anonymous feedback • Delayed feedback

Efficient assessment can we avoid drowning? • MCQ – Economics Network Question Bank – http://www.economicsnetwork.ac.uk/qnbank/ • Technology-enhanced marking – eAssignment • http://www.jisc-ea.soton.ac.uk/resources/ – podcasts of answers/common errors – statement banks • Group work – http://www.economicsnetwork.ac.uk/development • A report as if to a government minister, World Bank etc. • A presentation to explain an economic issue to a lay audience – e.g. economic impact of the Olympics • Standardised tick-box forms • Masterclasses to replace seminar groups • TA marking • B logs

Peer assessment (with thanks to Judith Piggott (Oxford Brookes)) • Weekly tasks counting 10% of overall grade • In seminar/class sessions • Carefully-designed questions marked by each other before the end of the session • Then moderated (by TAs) • Improves attendance • Gives students a different perspective on marking & feedback

For Economics Network resources, please visit: www.economicsnetwork.ac.uk