Assessment for Learning: supporting post graduate

students’

Margo McKeever

Feedback FirstBackground

First assignment during transition to a new discipline.

Problem: Unease: student anxiety , lack of confidence in their ability.

In-depth qualitative interviews undertaken with students to explore their experience of this initial assignment.

Approach: Participatory action research with students and academic staff as co-researchers.

Exploration Specification of and understanding the practice problem

Planning

Development and implementation of ’feedback

first’

Action

Implementation and Evaluation

of ‘feedback first’

Reflection

Identifying issues arising from implementation

Planning second cycle

From Expert to Novice

On reflection I found it difficult…I should have come to talk about it…we think we know what we are doing...I didn’t pay enough attention to writing as a nurse, maybe if I’d had to come […] it made me realise that despite previous academic success we are brand new to this…

(student a)

Considerations

Students

Resource

University assessment regulations and

processes

Academic Staff

Feedback First

‘Feedback first’ was designed to encourage students to actively engage with formal formative feedback, assignment criteria and guidelines during learning.

Aim: to enhance learning and self-assessment ability.

Process• Students receive formal formative feedback (feed-

forward) on their work five weeks prior to the summative submission date

• Script annotated + feed-forward No Mark given

• Students have the opportunity to critically appraise their work and make any changes they consider appropriate before summative submission

Module Code:AA0650 Module Title: Foundation Studies in Nursing

Marker: Highlight/Circle where appropriate Knowledge and Understanding Academic Rigor Theory/Practice Recognition Use of Resources and

References Presentation and Structure

Non- existent or mistaken grasp of concepts/underpinning theory relevant to the assignment.

No evidence of application of critical thinking to theory practice link.

Relationship between theory and practice not addressed.

No evidence of relevant reading. Numerous and serious referencing errors.

Little care evident in relation to structure, use of language, grammar, and spelling. Poor presentation prevents reader understanding

Minimal evidence of ability to manipulate concepts principles that underpin assessment task and requirements.

Minimal and poor evidence of critical thinking as

Poor application of the links between theory and practice

Inadequate/ inappropriate use of resources. Many referencing errors.

Poor structure. Language, grammar and/or spelling poor. Errors/presentation affects meaning of work.

Adequate evidence of ability to manipulate concepts principles that underpin assessment task and requirements.

Material dealt with in a more descriptive than analytical way

Adequate evidence of critical thinking as applied to the links between theory and practice and providing rationales for evidence based decision making.

Adequate use of resources. Some referencing errors.

Basic structure evident, but may be weak. Use of language not always fluent. Meaning apparent although, grammatical and spelling errors.

Sound evidence of ability to manipulate concepts/principles underpinning assessment task and requirements.

Engages in some critical discussion and development of ideas/topic but a number of descriptive elements also evident.

Sound evidence of critical thinking as applied to theory /practice links and well articulated rationales for decision making based on thorough evaluation of some related issues.

Sound use of resources. Few referencing errors.

Structure and flow of work appropriate and easy to understand. Grammatical and spelling errors but do not affect meaning of the work.

Comprehensive evidence of ability to manipulate concepts principles that underpin assessment task and requirements.

Engages in critical discussion and development of ideas/topic.

Comprehensive evidence of critical thinking as applied to theory /practice links and well articulated rationales for decision making based on thorough evaluation of a range of recognised evidence bases.

Comprehensive use of resources. Very occasional referencing errors.

Clearly and appropriately structured with most ideas clearly expressed, minor grammatical and spelling errors.

Excellent understanding of principles underpinning assignment task, demonstrating breadth and depth.

Good level of analysis and integration and independent thinking

Detailed analysis and critical exploration of theory practice relationship based on analysis and synthesis of a range of evidence bases. Evidence of independent thought.

Excellent use of resources. No referencing errors,

Well structured, clear development of ideas. Majority of work is expressed clearly no grammatical and spelling errors.

Innovative use of underpinning theory to deal with requirements of the assignment task.

High level of integration showing originality, independent and creative thinking.

Detailed and imaginative analysis. Sustained level of questioning and argument throughout as theory/practice links critically explored based on analysis/synthesis of a range of evidence bases. Evidence of independent thought.

Outstanding use of academic style. Extensive selection and use of resources. Highly appropriate referencing throughout.

Well focused and structured approach no referencing or spelling errors

Comments (specific to assignment guidelines): [Name} this was a good topic to choose together with the focus on older people. The essay is well written, structured and flows well. As far as the assignment marking guidelines are concerned however you haven’t addressed them in full. You have omitted the rationale (10% of the overall mark). The second guideline requires you to critically appraise the theories and concepts underpinning this aspect of practice. You have discussed assessment tools but with no reference to underpinning theories of pain. These are crucial when it comes to the way we as nurses’ define, assess and manage pain. While you address the role of the nurse (guideline 3: 45%) this is not embedded within a critical discussion of evidence based practice. The essay tends towards description (see note*) with little critical analysis I think this may be in part a result of the literature you have engaged with. There are a number of references to popular nursing journals. While these are useful they do not provide the level of analysis, depth of argument and critique of more academic journals. You need to also read the later since they will help you develop the level of critical thinking around topics required at this academic level. You can make an appointment for a tutorial if you would like to discuss this further. You begin the essay with McCaffery’s definition of pain you accept this without critically discussing/exploring why there is no acceptable definition of pain, the limitations of pain theories the value of others in understanding this concept from a nursing perspective.

Findings

An overview

Previous Experience of Feedback My initial thoughts were that (feedback-first) would be really

useful as in the past I felt final draft comments were fairly useless. (RFF091)

Got a few comments but I didn’t ever really read them (10b1)

..........after 6 months on the course: I went into the loft on Sunday and brought down the assignments

from my previous degree to read the feedback...that was the first time I’d actually read them. (ob095)

Reducing Anxiety [Feedback first is] extremely helpful. I think specifically

because we’re coming in at post-graduate level...it will let us know whether the pitch is right. [...]it’s a win-win situation really isn’t it? (10b)

[knowing I was getting feedback first] made it a lot more reassuring I was happy about that. (0047)

It definitely takes the pressure off and stress off. (101b)

Receiving Feedback I was disappointed because although we weren’t given a mark

you could work out the range ... I’m guessing that I was in the range of 50s’...that’s not what I was hoping for...it was a bit of a comfort knowing the majority of my friends had done around the same as me. (003)

I thought the feedback was very relevant and picked up some

points I hadn’t thought of ,some of the areas were very obvious that I had actually missed so I was happy with that. (002)

Revisiting the Assignment It was quite hard because I had handed it in and forgotten about it then

you sort of had to go back to it so it was quite difficult to get back into the swing of it. (003)

It wasn’t too bad having a complete break. (ed091)

I knew I had a lot to do. I left it for two weeks once I grasped what I had to do I got on with it. (obs27)

....if it looked like I’d pass I intended to just hand it back in [unchanged] but

everyone else was working on theirs so I thought I’d better work on mine. (obs8)

Engaging with Feedback To step up to master’s level I have to stop being so descriptive.

Without the feedback first I wouldn’t have acknowledged that. I know you get feedback with the final assignment but I don’t think I would have looked back... I’d have got my mark and forgotten about it. [...] having feedback-first has made me recognise what I need to change. (003)

I went to see [marker] to see if I was interpreting the feedback she had written in the right way. (022)

Engaging with Feedback

I’m feeling rather sad because it is quite clear that I hadn’t hit many of the criteria... After digesting the feedback I am able to see where I need to improve my written work. I can see that getting this feedback can only help, not hinder, my learning as the tutor has pointed out how I am able to improve my work. I can only see this as being positive. (RFF001)

Engaging with Feedback

[I ] need to be more critical, had little previous experience with criticality, hoping that after feedback and further discussion with my marker I will be able to develop these skills for the summative submission and future assignments. [I] need to keep referring back to the marking criteria and the assignment question, to make sure I am staying focussed on the task. (025)

Summative work

It’s a totally different essay...more structured argument, more depth. I did a lot more reading after the feedback and felt I had a much better understanding of the topic and what is expected at the level. Comparing the two I cant believe I thought the first one was good when I handed it in! (ob10/2)

Underlying fear among student’ of making the work worse

On Reflection I believe the feedback I received has been very useful in terms

of personal development and transition to writing at Masters level.

I’ve learnt that it is necessary to look deeper than the superficial level of inquiry that I have undertaken to some degree throughout the assignment.

I have found the feedback very useful, much more than I was

expecting.

Average Cohort Marks

First & Final Marks

ConclusionDid feedback first make a difference?

• Complex range of variables at play• Students very positive about the benefit • Student readiness to respond• Probably had some impact• Further research

• These slides are also available from The University of Cumbria website: http://www.cumbria.ac.uk/AboutUs/Services/CDEPP/Events/AHEConference2011.aspx

• Margo McKeeverMargo.McKeever@northumbria.ac.uk