Engaging students with assessment feedback

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Engaging students with assessment feedback. Prof. Margaret Price, Director ASKe Centre for Excellence FDTL Engaging Students with assessment feedback https://mw.brookes.ac.uk/display/eswaf/Home ASKe Assessment Standards Knowledge exchange Centre for Excellence in Teaching and Learning - PowerPoint PPT Presentation

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Engaging students with assessment feedbackProf. Margaret Price, Director ASKe Centre for ExcellenceFDTL Engaging Students with assessment feedbackhttps://mw.brookes.ac.uk/display/eswaf/HomeASKe Assessment Standards Knowledge exchangeCentre for Excellence in Teaching and Learninghttp://www.brookes.ac.uk/aske/!aske@brookes.ac.ukAssessment Standards Knowledge exchangePurpose of WorkshopProblems and responsesEngagement with feedbackWhere to startResources and effectivenessWe have a problem! Surveys and auditsResearch literatureAssessment Standards Knowledge exchangeFeedback problemsUnhelpful feedback (Maclellan, 2001)Too vague (Higgins, 2002)Subject to interpretation (Ridsdale, 2003)Not understood (e.g. Lea and Street, 1998)Dont read it (Hounsell, 1987. Gibbs & Simpson 2002)Damage self-efficacy (Wotjas, 1998)Has no effect (Fritz et al, 2000)Seen to be too subjective (Holmes & Smith, 2003)Assessment Standards Knowledge exchangeSome responses to the feedback crisis:Provide more of the same Simplistic rules about timingStandardisationLabel feedbackSetting expectationsIntroducing new methodsa complex problem so no simple solutionAssessment Standards Knowledge exchangeExploring feedback (activity)What is its purpose?What counts as feedback?What can it achieve?How do you know it is working?Assessment Standards Knowledge exchangeStudent engagement with feedbackPrice et al (submitted)Assessment Standards Knowledge exchangeActivityIn 3s, discuss:How do you currently prepare students to understand and engage with feedback?Assessment Standards Knowledge exchangeWhere to startPreparation and setting expectations early in the programmeIdentifying feedback moments and application opportunities within the programmeEmphasize the relational dimension of feedback Building in space for dialogueAssessment Standards Knowledge exchangeWhat can we do? (1)Aligning expectations (of staff & students, & between teams of markers)Identify what is feasible in a given assessment context - written feedback can often do little more than diagnose development issues and then direct students to other resources for help and supportIdentifying all feedback availableEnsure it is timely - quick and dirty generic feedback, feedback on a draft, MCQs & quizzes, etc. (using technology may help)Model and encourage the application of feedbackAssessment Standards Knowledge exchangeWhat can we do? (2)Require and provide feedback on self-assessmentImprove the linkage of assessment strategies across programmes and between modules/unitsConsider the role of marks - they obscure feedbackReduce over-emphasis on written feedback - oral can be more effective (McCune, 2004). Face to face feedback with 140 students (FDTL Case study: https://mw.brookes.ac.uk/display/eswaf/Home.Review resource allocationsAssessment Standards Knowledge exchangeWhat can we do (3) Support the relational dimension of feedback Students say that relationships in which staff are supportive and approachable help them to engage Avoid anonymous markingEnsure associate (and permanent) staff have sufficient time and/or spaceProvide some continuity of staff contact (personal tutors)Provide opportunity for dialogue (e.g. discuss feedback in class, peer review, peer assisted learning)Assessment Standards Knowledge exchangePeer marking using model answers (Forbes & Spence, 1991)Scenario:Engineering students had weekly maths problem sheets marked and problem classesIncreased student numbers meant marking impossible and problem classes big enough to hide inStudents stopped doing problemsExam marks declined (Average 55%>45%)Solution:Course requirement to complete 50 problem sheetsPeer assessed at six lecture sessions but marks do not countExams and teaching unchangedOutcome: Exam marks increased (Av. 45%>80%)Assessment Standards Knowledge exchangePeer feedback - Geography (Rust, 2001)ScenarioGeography students did two essays but no apparent improvement from one to the other despite lots of tutor time writing feedbackIncreased student numbers made tutor workload impossibleSolution:Only one essay but first draft required part way through courseStudents read and give each other feedback on their draft essaysStudents rewrite the essay in the light of the feedbackIn addition to the final draft, students also submit a summary of how the 2nd draft has been altered from the1st in the light of the feedbackOutcome: Much better essaysAssessment Standards Knowledge exchangePeer feedback - Computing (Zeller, 2000*)The Praktomat system allows students to read, review, and assess each others programs in order to improve quality and style. After a successful submission, the student can retrieve and review a program of some fellow student selected by Praktomat. After the review is complete, the student may obtain reviews and re-submit improved versions of his program. The reviewing process is independent of grading; the risk of plagiarism is narrowed by personalized assignments and automatic testing of submitted programs. In a survey, more than two thirds of the students affirmed that reading each others programs improved their program quality; this is also confirmed by statistical data. An evaluation shows that program readability improved significantly for students that had written or received reviews. [*Available at: http://www.infosun.fim.unipassau.de/st/papers/iticse2000/iticse2000.pdf]Assessment Standards Knowledge exchangeFigure 1: Peer-review as a method of encouraging students to discuss and compare their understanding of assessment criteriaAssessment Standards Knowledge exchangeFigure 2: the use of 'exemplars' as amechanism for encouraging dialogue about assessment criteriaAssessment Standards Knowledge exchangeFigure 3: Generic feedback and self critiqueAssessment Standards Knowledge exchangeActivityIndividually:Choose one or more specific ideas to improve feedback that you think you could use. In as much detail as possible, identify how you would put the idea/s into practice.In pairs:Take it in turns to explain your plans to your partner. The job for the listener is to be a friendly and constructive criticAssessment Standards Knowledge exchangeFeedback momentsWhere there is a clear opportunity to apply feedbackPre assessmentReflection pointsIdentify them within each programmeAssessment Standards Knowledge exchangeFigure 4:Taking an overviewAssessment Standards Knowledge exchangeRefsForbes, D., & Spence, J. (1991). An experiment in assessment for a large class. In R.Smith (Ed.), Innovations in engineering education. London: Ellis Horwood.Fritz, C.O., Morris, P.E., Bjork, R.A., Gelman, R. & Wickens, T.D. (2000) When further learning fails: Stability and change following repeated presentation of text, British Journal of Psychology, 91, pp. 493-511Gibbs, G. & Simpson, C. (2002) Does your assessment support your students learning available at: http://www.brookes.ac.uk/services/ocsd/1_ocsld/lunchtime_gibbs.html (accessed November 2002)Higgins, R., Hartley, P. & Skelton, A. (2002) The conscientious consumer: reconsidering the role of assessment feedback in student learning. Studies in Higher Education, 27 (1) pp. 53-64 Hounsell, D. 1987. Essay writing and the quality of feedback. In J.T.E. Richardson, M.W. Eysenck & D. Warren-Piper, eds. Student Learning: Research in Education and Cognitive Psychology, 42, no.2: 239-54.Holmes, L. E., & Smith, L. J. (2003). Student evaluations of faculty grading methods. Journal of Education for Business, Vol. 78 No. 6, 318.Lea, M. & Street, B. (1998) Student Writing in Higher Education: an academic literacies approach. Studies in Higher Education, 23 (2), pp. 157-172McCune, V., (2004) Development of first year students conceptions of essay writing. Higher Education, 47, pp. 257-282.Maclellan, E. 2001. Assessment for learning, the different perceptions of tutors and students. Assessment and Evaluation in Higher Education. 26, no.4: 307-318 Ridsdale, M.L.Ive read his comments but I dont know how to do:International postgraduate student perceptions of written supervisor feedback. In Sources of confusion: refereed proceedings of the national language and academic skills conference held at La Trobe University, November 27-28,2000 edited by \k \charnock, pp272-282. Rust, C. (2001) A briefing on assessment of large groups, LTSN Generic Centre Assessment Series, No. 12, York, LTSNWotjas, O. 1998. Feedback? No, just give us the answers. Times Higher Education Supplement. September 25 Assessment Standards Knowledge exchangePurposeCorrectionForensic diagnosisBenchmarkingLong term developmentWhat countsWritten, oral, visual, kinesteticPersonal, generic, vicariousWhat can it achieveChange in understandingChange in behaviourImprovement in performanceLearningDepends on the extent of engagementHow do you know its working?Dependent on purposeImpact on learning difficult to measure Collection or engagement ?Preparation and setting expectations early in the programmeAligning expectations (of staff & students, & between teams of markers)Identifying all types of feedback available and its contribution to learning processModel the application of feedback-e.g. using previously-marked assignments to show how feedback was used to improve later assignmentsEncourage the application of feedback -e.g. in a subsequent piece of work the student is required to show how they have used prior feedback to try to improve their work and some marks allocated for this.Identifying feedback moments and application opportunities within the programmeIdentify what is feasible in a given assessment context - written feedback can often do little more than diagnose development issues and then direct students to other resources for help and supportMap and make linkage of assessment strategies across programmes and between modules/units to enable the applicability of feedbackMOM - Motive, Opportunity, Means (Angelo, 2007)Feedback for slow learning requires a programme view of assessment and feedbackEmphasize the relational dimension of feedback Reduce over-emphasis on written feedback - oral can be more effective (McCune, 2004).Ensure it is timely - quick and dirty generic feedback, feedback on a draft, MCQs & quizzes, etc. (using technology may help)Build in space for dialogueIncrease student engagement and understanding through dialogue and personalisation of feedback - in-class discussion of exemplars, peer-review discussions supported by tutors, learning-sets, etc.Preparation for peer review

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