Download - Assessment and feedback
.…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”