.…is not enough

A conversation about improving assessment and feedback

Clive Buckley

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

What’s the point of

assessment?

Assessment should help

students learn.

Assessment for learning

Assessment of learning

Assessment should be

consistent with the

identified learning

outcomes.

The assessment criteria

should be transparent

and inclusive. (Rubric)

Assessment

should be

reliable

Assessment should

be designed to

reduce the chance of

plagiarism

Students need to

understand clearly what is

expected of them

Mark against the

criteria

Providing student

feedback

The student perspective

The seven principles of good feedback practice

1.Facilitates the development of self–assessment (reflection) in learning.

2.Encourages teacher and peer dialogue around learning.

3.Helps clarify what good performance is.

4.Provides opportunities to close the gap between current and desired

performance.

5.Delivers high quality information to students about their learning.

6.Encourages positive motivational beliefs and self-esteem.

7.Provides information to teachers that can be used to help shape teaching.

Juwah et.al.(2004)

Courtesy of Chrissi Nerantzi (Salford University)

Electronic submission and

marking

The sandwich

Start with the

positives

• Clear

• Specific

• Personal

• Honest

Then the negatives

(constructive)

End with the

positives

Looking forward

Make it obvious

Things to do to hinder

learning

From: Brown, S. “Assessment for Learning” Learning and

Teaching in Higher Education, Issue 1, 2004-05

How to use assessment to prevent learning!

• Keep students in the dark about the rules of the game.

• Do all the assessment at the end of the learning programme

• Make sure you know the identity of the student who has done each piece of work.

• To be fair to all students, give each an identical test.

• For coursework assessments, stick firmly to your deadlines.

• Don’t indicate how many marks go with each of the parts of your questions.

• Don’t give students any written feedback.

• Don’t get into discussions with a class about how they will be assessed.

Questions ?

Thank you

Clive Buckley

Glyndŵr University

Image credits

Slide 2: Chris Winters “Angled happy”Slide 4: Chiceaux Lynch “You Can't Photoshop Away Sad”Slide 5: Neville Nel “What's the point?”Slide 7: Pratham Books “Children Reading Pratham Books and Akshara”Slide 8: IamNotUnique “Learning the Quran”Slide 9: Dave Gough “destiny”Slide 10: ڪario Reale “Sensation”Slide 11: raymondclarkeimages “Reliable”Slide 12: Gustavo Martinez “Copy Paste” Slide 13: Kate Ter Haar “I Can See Clearly Now”Slide 14: Theen Moy “Overhead Mark”Slide 15: U.S. Army John F. Kennedy “Cultural Support Team Assessment and Selection” Slide 16: Theen Moy “Student Feet” Slide 17: Oxford Brookes University “Another Tick In The Box”Slide 19: Thomas Hawk “Electronic”Slide 20: cyclonebill “Sandwich med spinat og grillet oksekød”Slide 21 / 23: Manish Bansal “Smile”Slide 22: Kurt Komoda “IMG_9870”

Slide 24: Alex Badwater “Basin”

Slide 26: Wendy “Smokey says...”

Slide 27: derriel street photography ‘Thank You’

Slide 28: Adam Moralee “My portrait”