ASSESSMENT LITERACY AND SELF-ASSESSMENT STRATEGIES Dr Tina Kendall ALSS, Department of English & Media Course Leader for Film Studies/Film & Media Studies.

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Presentation transcript:

ASSESSMENT LITERACY AND SELF-ASSESSMENT STRATEGIES Dr Tina Kendall ALSS, Department of English & Media Course Leader for Film Studies/Film & Media Studies

Overview Background Strategies Implemented Reflections Plans

Background: National Context ‘Assessment and feedback are consistently rated as the least satisfactory aspect of studying in higher education’. ‘Students often report that they don’t understand the “rules of the game” or how their marks relate to their Performance’. Cooper, B., Improving Assessment and Feedback Literacy for Students and Staff. In: HEA, STEM Annual Conference. Edinburgh, United Kingdom, 30 April-1 May 2014.

Background: Film ARU HE ARU Course Course Course

Strategies Implemented 1. Assessment Criteria Tick-Box Template Core modules, levels 5 and 6: Review & Discuss Generic Criteria Review & Discuss Assessment Criteria

Strategies Implemented 2. Sample Work and Feedback Phase 1: Class divided into 5 groups, each group was given 5 sample anonymised essays Each group was assigned one essay from the sample, which they were asked to discuss and evaluate. Groups were asked to fill out a tick sheet and agree a mark. Groups then presented their essay to the rest of the class, and provided a rationale for the mark, using the tick sheet.

Strategies Implemented 2. Sample Work and Feedback Phase 2: Summative Feedback corresponding to each essay was handed out, and students were asked to match feedback to the essay they were assigned. The session concluded with discussion about how closely the mark awarded by the group matched the mark given by the tutor. Key points of divergence were discussed and scripts were collected back from students prior to the end of the session.

Strategies Implemented 3. Self-Assessment Exercise (formative) Students were then encouraged to use the Marking Criteria Tick Box Sheet as a self-assessment diagnostic for their own work prior to handing it in.

Strategies Implemented: 4. Self-Assessment Task (summative) At level 4, students are asked to fill out the following prior to the first seminar. Carefully read through the feedback received on work in all of your year 1 modules, and complete the following: 1. Identify the main strengths of your work thus far. What have you done particularly well, according to the feedback? (e.g, analytical abilities; originality of approach; writing skills; research skills, etc.) 2. Identify areas for further development as indicated by the feedback. 1. Are there any areas of the feedback that you did not understand? If so, what are they? 2. What do you need to do in order to improve? (e.g. better time management; attendance at study skills sessions; having your work proof read; consulting the guidelines for presentation, etc)

Reflections IPR issues Confidence issues Issues with embedding formative assessments Initial Feedback from Students vs. Module Evaluation Survey Results Need to look also at Learning Outcomes

Plans Scale out to relevant practice-based modules in Sem 2. Consultation with students planned for February 2016, with a range of possible outcomes: Peer evaluation/feedback sessions built into modules? Student-led research project / student-authored handbook on assessment?