assessment & feedback for learning module induction
DESCRIPTION
Introduction to the Assessment and Feedback for Learning Module on the PGCert in Academic PracticeTRANSCRIPT
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Assessment & Feedback for
Learning Module
Induction
Learning Outcomes Summary
evaluate and apply theories of assessment and feedback
formative and summative approaches to assessment
assessment policies and practice in HE: QA & QE
peer- and self-assessment approaches to feedback
tools and technologies available for assessment and feedback
Delivery Problem Based Learning (PBL)
scenarios
Tutor facilitates groups and guides reading
3 PBL introduction sessions: Weeks 3, 6, 9 (13th Oct, 3rd Nov, 24th Nov)
3 weeks between sessions to complete scenarios.
Assessment
2x Group PBL reports (40%)
Scenarios 1 & 2
Peer assessed
Individual PBL report & reflection (60%)
Scenario 3
Tutor assessed
PBL Approach Step 1: Explore the problem
Step 2: Discover knowns and unknowns, plan your approach
Step 3: Carry out your research and share with your group
Step 4: Apply – The research that you do is then applied to the problem and your own practice.
Step 5: Present
Structure of a Scenario
Introduction to Scenario in F2F session
Complete steps 1 & 2
Check with tutor
3 weeks (suggest at least a weekly meeting)
Complete steps 3 – 5
Review other groups report
Report
Can be in any electronic format
How easy is it for groups members to use / edit?
Can you share with peers for review?
Basic structure
outline the potential issues
summarise the literature
propose possible solutions
Report Technology
Text-based
Google Docs
Wiki (e.g. PBWiki)
Blackboard wiki
Other formats
video
Possible Topics Assessment methods
Effective feedback
Formative assessment
Inclusive assessment
Marking / grading
Quality assurance and quality enhancement in assessment and feedback
Self and peer assessment
Summative assessment
Use of technology for assessment / feedback
Work-based / practice-based assessments
Resources
Books
Journals
Blackboard VLE
Questions at this stage?
Approach
Clarify your understanding of this scenario with your group (and the tutor if necessary).
Explore the issues as a group.
Indentify what you know about this from your own experience and any reading that you have done.
Indentify something you don’t know and find one piece of relevant literature. Class number – 378.16 (and variations e.g. 378.1664) Other class marks in the 370-379 range may also be useful.
From what you know, discuss possible solutions.
Prepare a ‘presentation’ on your possible solutions.
Pair up with another group to ‘present’ your solutions.
Mini - PBL A first year ‘long-thin’ module was assessed by
four 15 min summative practical assessments throughout the year; two end of semester summative practical exams lasting 30 mins each and a summative assignment. As this course leads to a professional qualification every component has to be passed. In this format the following issues arose, many students were trailing failure from early in the first semester, the ability to catch up marred the students ability to keep up with the new information and skills, students became disillusioned with themselves and the module. High stress levels for students on an ongoing basis and for staff the ongoing summative assessments were extremely time-consuming.