have your cake and rate it: modelling feedback
TRANSCRIPT
Have your cake and rate it: modelling
feedback and assessment
Felix JanewayViCE/PHEC 2014
Lifelong Learning Centre
What is a Lifelong Learning Centre?
Mature and school leavers
Widening participation backgrounds
Mixture of academic and life skills
Mixture of academic, technological and practical abilities
Aims – Assessing and giving feedback
To assess! Increase the quality of future work
To reflect on their methods of learning
Red-flag any other concerns
Task 1
What qualities would you want to see in this
cake?
“Make a chocolate cake to welcome our new students”
Task 2
Assign weightings to each of your criteria –
which are the most important?
“Make a chocolate cake to welcome our new students”
Task 3
Give each cake a mark out of 100% and give
feedback
“Make a chocolate cake to welcome our new students”
7
The Cakes
A B C
D E F G
8
Work Quality Spread
A B C
D E F G
9
Work Quality Spread
A B C
D E F G
10
Modelling Collusion
A B C
D E F G
11
Modelling Plagiarism
A B C
D E F G
12
What is a failure?
A B C
D E F G
13
What is a failure?
A B C
D E F G
Benefits
• Even the least confident student had input
• Students did not feel ‘tested’
• Element of ‘giving’ from the instructors
• Light-hearted and fun
Limits
• Not all students like cake
• Not all students can marry the analogies to the real world
assessment
• Time cost
• 94% ‘Useful’ or ‘Very Useful’ Rating
“The cake [activity] was fun, didn’t take up too much time and had a clear point
to it”
“I am a hands on learner and from the cake activity with Felix I remember what
the aim was.”
Measurements of Success
Measurements of Success
• Springboard for comfortable discussion throughout year
• More honest discussions about feedback
• Student appreciation of workload
Have your cake and rate it: modelling
feedback and assessment
Felix JanewayViCE/PHEC 2014
Lifelong Learning Centre
Ellen AveryKaty DobsonLinda Forbes
Stephen MawSheryl MeskinEmma Pittard