developing criteria & standards and learning guides uws school of law retreat @ manly 20-21 july...
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Developing Criteria & Standards and Learning Guides
UWS School of Law Retreat @ Manly
20-21 July 2009
GoalsBy the end of tomorrow you will have
• Reviewed your understanding of criteria and standards
• Begun or continued to work on developing, and hopefully finalised, criteria and standards for your unit assessment tasks
• Familiarised yourself with the aims and content of Learning Guides and begun to develop your unit Learning Guide
Marking letters of adviceRead:
• Learning outcomes & instructions to students
• Problem
• Marking guide
• Mark the letters using marking guide
DIY: You will need
• Unit learning outcomes• Assessment task description• A sense of what you want students to do
in the assessment task (criteria)• An idea of what poor, acceptable and good
work is (standards)
You may find useful • Examples of C&S developed for similar tasks• DIY guide to writing C&S• Examples of past student work for this task,
especially good examples
Review of criteria and standards1. What is the most important
understanding you will take away from today?
‘’But it’s not really user friendly’ Student perceptions of criteria &
standards and exemplars
Learning guides should include:
• 29(d) Annotated models of student essays or reports, or marking guides, to clarify expectations about what is required for assessment activities
What helped students learn?
students’ perceptions of the quality of guidance and feedback
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
Example:markingexerciseuseful for
completingtask
Examples:gave me
confidence
Examples:showed me
how
Individualwritten
feedbackhelped menext time
Ticks on marking
sheethelped menext time
Markingsheet
showed mehow
Whole-class
feedbackhelped menext time
Mea
n s
core
s
Examples
Feedback
Marking sheet
What guided students most?
perceptions of the quality of guidance
00.5
11.5
22.5
33.5
44.5
5
Examples:markingexercise
useful
Examples:gave me
confidence
Examples:showed me
how
Markingsheet: clearwhat wasexpected
Markingsheet: easy
tounderstand
Markingsheet:
confidentmarked
fairly
Markingsheet:
showed mehow
Guidance
Mea
n sc
ores
Examples
Mmarking Sheet
FY understanding of being a law student
Understandng of being a law student
62%
64%
66%
68%
70%
72%
74%
76%
Not know how toapproach the study of law
Not know how to do lawassessments
Found studying lawdifficult
Undersanding
% Series1
The exemplars
• Examples • illustrated language & structure of task• made expectations concrete• generated self confidence students were being
successful
• Marking exercise was rated most useful for • understanding how to complete the task• assisting to distinguish poor and good quality • especially helpful for first years who ‘don’t really
have that much of a concept.’
Marking sheet / guide
• Least helpful for knowing how to do the task• ‘But it’s not really user friendly’ • ‘congested’• expectations were clear, but abstract
• Reassured students were fairly mark (‘were for teachers’)
• But ticked sheets were helpful as feedback for next time
DIY Learning Guides You will need to include:
• Unit information
• Assessment information• Assessment instructions• Criteria & standards• Rationale for class learning activities• Exemplars or marking guides
• Learning resource information• Reading resources• Literacy resources• Citation conventions