Student expectations of Assessment and Feedback David Read

Purposes of the survey Two types of survey were performed. A Practice/Value surveys using zappers B Focus group discussions The findings were summarised in the documents sent out last week. The aims were (i) to find out what students think of our current provision in terms of assessment and feedback, and (ii) to learn more about the factors that influence their expectations.

Practice value surveys Based on a list of questions previously used in engineering. Surveys carried out in 1st, 2nd and 3rd year lectures to capture a large sample at each stage. Questions posed in pairs: Practice: Does the feedback you receive help you to improve? Value: How important is it that the feedback you receive helps you to improve?

1) Assessments clearly test the learning outcomes in the modules Are you familiar with the learning outcomes for a module? Y1: 2.9 Y2: 2.4 Y3: 2.4

2) All learning outcomes in a typical module are assessed Difficult by exam

3) Module requirements to achieve a 1st, 2:1, 2:2, 3rd and a pass are clear Y1 - uninformed

4) In a typical module, learning outcomes are assessed more than once and in different ways

5) Assessments are sensibly timetabled Opinions clouded by isolated bad experiences?

6) The feedback I receive helps me to improve Effect of in-class tests in Y1?

7) Feedback is given within the 2 week period.

8) The marks I receive are typically what I expect them to be.

Focus group discussions Four groups of 3-5 1st years, 3 Groups of 2-3 2nd years. Questions were given to them on a proforma so notes on the outcomes could be made and submitted. Questions were selected by JMD/DR.

Some key points: Four groups of 3-5 1st years, 3 Groups of 2-3 2nd years. Questions were given to them on a proforma so notes on the outcomes could be made and submitted. Questions were selected by JMD/DR. An opportunity to learn about the expectations of students – but not to pander to their every whim!

Some of the outcomes Practicals useful for developing skills – but are the reports always appropriate? Tutorials very popular with Y2 – is the nature of the delivery variable, though? Workshops – Y1 appreciate being able to ask for help and identify problem areas. Y2 less favourable. What can we do to make workshops more useful?

Some of the outcomes Student expectations need to be managed (a clearer expression from us of what they weill get and more consistent application would help). Many students recognise that less feedback will be given at university compared to school. Don’t underestimate the degree of spoon feeding/exam training many will have received at school. It’s a different world!

Any questions?