Setting the context: The changing assessment and feedback eco system: Exploring changing roles, practices, environments and expectations Dr. Ziene Mottiar, School of Hospitality, Tourism and Leisure
Assessment and Feedback The power of assessment in shaping what and how students learn is well recognised in the literature on assessment (Brown and Knight, 1994; Ramsden, 1997; Price, Carroll, O’Donovan and Rust, 2011; Jackal, Pearce, Radloff and Edwards, 2017). As Sadler (2010, p. 536) asserts, ‘feedback is central to the development of effective learning, partly because assessment procedures play a key role in shaping learning’.
The literature identifies many challenges Students may find the academic terminology of feedback difficult to understand (Carless 2015), fail to act on feedback received (Pitt & Norton 2017) or fail to feed-forward for future learning and close the feedback loop (Boud & Molloy 2013a). W ith Increased student numbers and an increasingly diverse student population (Carless 2017), the time and effort required by staff in the provision of feedback may create barriers to the feedback process. As noted by Pitt & Norton (2017), emotional responses can have an important impact on how students react to feedback.
Assessment and Feedback Eco-system Societal i issu ssues Learners Highe her e education m on mgt Inc ncreased no. no. of of student nts Student nt w wor ork l life Educatio ional p polic icie ies Technol hnolog ogy Cha hang nging ng expectations ons New ew t tea eaching p practices es Cha hang nging ng rol oles Cha hang nging ng student nt p prof ofile Graduate te A Attr ttribute tes
The LEAF (Learning from and Engaging with Assessment and Feedback) Project
Be Inspired! Gasta L Light htni ning ng Present ntations ons on on assessment nt and nd feedback practices es at t the e module e and programme e lev evel el Peer Assessment Feedback by video Early Feedback Video assessments Successive Assessment W eightings Assessment rubrics Feedback in place of assessment Class based polling Feedback in place of grade Co-creation in assessment Assessment calendars TESTA
Peer Learning Speakers: Emma Robinson/ Jane Courtney ● Motivation: Engagement, Consistency, Transparency, Perspective ● Emma: Peer Learning Using PeerW ise ● Jane: Self & Peer Assessment (Google Forms & Brightspace)
Peer Learning: Who used it?
PeerWise ● Speaker: Emma Robinson ● Motivation: Student engagement, Consistency across multiple lab groups ● PeerW ise: Platform for MCQ generation peerwise.cs.auckland.ac.nz (W ebsite HERE) ● W ho ○ 160 first year students (5 Lecturers) ○ Level 8, General Engineering ● How ○ W eek 6-12 Semester 1 ○ Basic Requirements each week for engagement (1Q, 2A, 1R) ○ Final quiz using questions as a bank within webcourses (Further details here: https:/ / tudeep.home.blog/ 2019/ 02/ 07/ peer-learning-using-peerwise/ )
Feedback on PeerWise
Student Feedback on Peer Wise
Peer & Self Assessment Speaker: Jane Courtney Test 1: Test 2: Cohort : Multi-disciplinary (Computer Cohort : Engineering second years Science / Engineering) final years ~ 35 students ~ 30 students Work : Individually submitted Research Work : Group Project Presentation and Articles Individual Blogs Method : Brightspace “Video Assignment” Method : Google Forms Grading Rubric (Bongo)
Peer & Self Assessment Outcomes: Blog : A record with a handy how-to guide for Google Forms: https://tudeep.home.blog/2019/02/25/peer-self- assessment-dont-like-your-mark-grade-it-yourself/ Feedback : Rich detailed feedback from all sides - self, lecturer and peers Grades : No grade queries!
Peer & Self Assessment Outcomes: Blog : A record with a handy how-to guide for Google Forms: https://tudeep.home.blog/2019/02/25/peer-self- assessment-dont-like-your-mark-grade-it-yourself/ Feedback : Rich detailed feedback from all sides - self, lecturer and peers Grades : No grade queries!
Peer & Self Assessment SUCCESS! Outcomes: Blog : A record with a handy how-to guide for Google Forms: https://tudeep.home.blog/2019/02/25/peer-self- assessment-dont-like-your-mark-grade-it-yourself/ Feedback : Rich detailed feedback from all sides - self, lecturer and peers Grades : No grade queries!
Early Feedback Lean anne Har arris - School hool of of Biol olog ogical and nd Health h Scienc nces What does this tool address? ● Students need feedback on work in progress . ● Students are unaware if they are falling behind . ● Students feel they do not receive prompt and detailed feedback . Types of tools trialled: ● In-class tests ● Online assessments – MCQ ● Low weighted assignments/submissions ● Use previous assessments as examples prior to assessment: - Students mark assessments from previous year ; Students highlight errors and points of excellence ; Students discuss in groups how they marked previous assessments
Early Feedback “… . students continually rate timely, useful feedback high amongst their preferences ” (Li & De Luca, 2014) Mechanical & Design Mechanical & Design Accounting & Finance Engineering Engineering • Helen O’Brien Gately • Keith Colton • Noel O’Neill • Level 6 • Level 8 • Level 7 • DT315/1 • DT022/2 • DT005/3 + DT013/1 • 80 students • 25 students • 21 students 1. In-class test & reflection 3. Online multichoice test 2. Low weighted in-class test
“Information only becomes feedback when it is used productively” (Carless 2005) - Initial set-up is time consuming - Students responded well - Easy to use - Reassurance that they were up to speed - Can create a number of different quizzes - Allowed others to catch up - Quick and fast response to quizzes - Marks awarded for engagement which made for a - It was easy to engage with more captive audience - Quick - Opportunity to clarify points of difficulty - More time needed - Assessment after material was delivered - quick repetition of material - Instant feedback
Early Feedback - Previous Assessments Hospitality Hospitality Hospitality Biological & Health Management & Management & Management & Sciences Tourism Tourism Tourism • Natalie Hopkins • Ziene Mottiar • Geraldine Gorham • Louise Bellew • Level • Level 8 • Level 7 & 8 • Level 6 • DT223/2, DT225/2, • DT412/4 • DT406T/1, DT411/2, • DT458/1 DT229/2 • 50 students DT596B/2 • 16 students • 54 students • 85 students 3. Previous year’s CAs 4. Students mark 1. Email students with 2. Students mark uploaded with common previous year’s CAs early feedback previous year’s CAs errors
“The role of the student in the assessment and feedback process has become a focal point of sustainable feedback, with a move from the traditional ‘monologue’ model of feedback to a more ‘dialogue’ model” (Boud & Molloy, 2013a; Orsmond, Maw, Park, Gomez, & Crook, 2013) - Quick -Cannot give individual feedback - Suits large groups - Worked well with particular cohort of mature students - Few or little queries after assessment - Stimulated dialogue - Didn’t improve grades compared to previous years - Good supportive group work environment created - Aids delivery of complex content - Varied student response to early - Familiarity with a marking scheme feedback - Understanding of grade bands - Students who engaged benefited from - Dialogue and discussion the feedback - Improved engagement - Improvement in overall summative grades
“A dialogue model creates a more active, engaged role for students in the generation and use of feedback” (Carless, 2015) - Generation of a list of assessment tips useful - Feedback shared on Webcourses with all students - Assessment clinics were useful - Useful to know structure of CA and level of difficulty - Reduced anxiety - No individual feedback - Very useful tool - Helpful to get feedback before the CA rather than after - Useful assessment
Successive Assessment Weighting Lean anne Har arris - School hool of of Biol olog ogical and nd Health h Scienc nces = 8% Biological and Health Sciences • Leanne Harris • Level 7 • DT259/1 Biosciences + • 110 students = 12% Low weighted Lab Report 1, detailed feedback, and higher weighted Lab Report 2.
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