Assessment and feedback

Enhedens navn

Supervisor’s toolbox

Sted og dato Dias 2

Approaches / styles

Meta-communication

Perspectives Caps

Themes and progression

Feedback and Assessment

Formative and summative

Classic type

Function Perspective

Summative Exams Document achievementCertifyEnable rankingProvide final feedback

Past (effect and impact) 

Formative SupervisionClass room assessment

Support learning Provide ongoing feedback

Present (development and processes)

Department of Science Education

The Backwash-effect

03

03 5 6 7 8 9 131110

00

5

6

7

8

9

10

11

13

00

IV

approx. 0%

III

approx. 30%

I

approx. 25%

II

approx. 45%

Exam

En

d t

est

Non-evaluative feedback

Say back

Interpretation of the readers mind

Believing and doubting

Source: Elbow and Belanoff (1989): Sharing and Responding. New York, Random.

Department of Science Education

25 June 2012

Good feedback practice

1. helps clarify what good performance is (goals, criteria, expected standards);

2. facilitates the development of self-assessment (reflection) in learning;

3. delivers high quality information to students about their learning;

4. encourages supervisor and peer dialogue around learning;5. encourages positive motivational beliefs and self-efficacy;6. provides opportunities to close the gap between current and

desired performance;7. provides information to supervisor that can be used to help

shape the supervision.

NICOL & MACFARLANE-DICK, 2006

Department of Science Education

Examples of substance in feedback

Discuss implications

Department of Science Education

25 June 2012

• Read the examples• Look for examples of positive

and negative feedback• Is it specific?• Is it formative or summative?• Is it evaluative or non-

evaluative

Different feedback to different texts

Exploratory writings: «freewrites», «think-texts» or «sketches» Presentational texts: drafts of specific parts of a thesis, Journal articles

Getting students to write

To increase our repertoire of ideas of things to write, Graham and Grant (1997, p. 31 f.) suggest asking students to: • submit a given number of pages at or before every meeting• write a one-page synopsis of their thesis at regular intervals• free write their way through problems, blocks, and for coming

to grips with new ideas• write a maximum of two/three pages describing the process of

their research, identifying problems, thinking through possible solutions

• write a one-page review of everything they read • write a two/three pages review of a number of articles dealing

with a particular theme, comparing points of view, commenting on the relevance for their research

• write expanded structures (synopses) for the whole thesis or for each of the proposed chapters or articles

Strategies for examining

There is no one way, but most:

• Begin by reading the Abstract, Acknowledgements, Introduction & Conclusion

• Look at the references• Read from cover to cover making notes• Go back over the thesis to check whether their

questions have been answered or whether their criticisms are justified

Margaret Kiley, The Australian National University

11

Analysis of reports demonstrates

A ‘good’ thesis has:

• Critical analysis & argument• Confidence & a rigorous, self-

critical approach• A contribution to knowledge• Originality, creativity & a

degree of risk taking• Comprehensiveness & scholarly

approach• Sound presentation & structure• Sound methodology

Margaret Kiley, The Australian National University

12

A ‘less than ideal’ thesis has:

• Too much detail with lack of analysis

• Lack of confidence, energy & engagement by the candidate

• Lack of argument and rigour• Shoddy presentation (typos etc)• Lack of critique of own analysis/

sweeping generalisations based on opinion rather than analysis

• Inadequate or poorly expressed methodology & scope

(e.g. Kiley, 2004, Lovitts,2007)