Engaging students with assessment and feedback

Slides:



Advertisements
Similar presentations
Human Resources Brookes Assessment Compact Dr Chris Rust, Head, Oxford Centre for Staff and Learning Development Deputy Director, ASKe.
Advertisements

Brookes Assessment Compact OCSLD and ASKe Centre for Excellence Chris Rust and Greg Benfield Assessment Standards Knowledge exchange & OCSLD.
Directorate of Human Resources Engaging students with assessment and feedback Chris Rust, Head, Oxford Centre for Staff and Learning Development.
Self- and Peer-Assessment
School Based Assessment and Reporting Unit Curriculum Directorate
ASSESSMENT FOR LEARNING
Colleen Connor, Dean of Learning and Teaching LEARNING & TEACHING WORKSHOP- ASSIGNMENT FEEDBACK.
School Development Day, 16 th July 2012 L White E FFECTIVE F EEDBACK.
Consistency of Assessment
E-assessment An introduction to assessment for learning.
Large Classes & Assessment Professor Margaret Price Director ASKe Centre for Excellence in Teaching and Learning (Assessment Standards Knowledge exchange)
Oxford Centre for Staff and Learning Development Student assessment: lightening the load while increasing the learning Dr Chris Rust Head, Oxford Centre.
FORMATIVE ASSESSMENT Nisreen Ahmed Wilma Teviotdale.
Assessment: generic issues Chris Shiel, Head of Learning and Teaching, IBAL 2 nd Project Management Conference for Excellence in Teaching Learning and.
Oxford Centre for Staff and Learning Development Improving the effectiveness of feedback through increased student engagement Dr Chris Rust Head, Oxford.
Enhancing assessment and feedback: an evidence-based response Chris Rust Deputy Director ASKe Centre for Excellence in Teaching and Learning (Assessment.
Assessment Standards Knowledge exchange Engaging students with assessment and feedback Dr Chris Rust, Deputy Director ASKe CETL Directorate: Margaret Price,
Assessment & Evaluation  A measurement tool  Non-judgmental*  On-going  Answers the questions:  How much did they learn?  How well did they learn.
Adapted from REAP and the Viewpoints Project Help clarify good performance (goals, criteria, standards) Do your students understand the assessment criteria.
Five Key WAC Best Practices for Instructors across the Disciplines Presented by Deborah Schlacks, WAC Coordinator WAC Brown Bag October 8, 2012.
Oxford Centre for Staff and Learning Development Developing a variety of assessment methods Chris Rust Oxford Centre for Staff and Learning Development.
Oxford Centre for Staff and Learning Development Student assessment: lightening the load while increasing the learning Dr Chris Rust Head, Oxford Centre.
The whole series of 5 modules is called:
Overall Teacher Judgements
Marion Webb January  By the end of the session, participants will be able to:  Discuss the role of assessment for learning  Describe key assessment.
Professor Daniel Khan OBE Chief Executive OCN London.
Feedback and Next Step Marking
Improving feedback, & student engagement with feedback.
Engaging students in assessment Chris Rust Deputy Director, ASKe Centre for Excellence in Teaching and Learning (Assessment Standards Knowledge exchange)
Key Stage 3 National Strategy Foundation Subjects MFL: optional module 5.
Basic Workshop For Reviewers NQAAC Recognize the developmental engagements Ensure that they operate smoothly and effectively” Ensure that all team members.
A review of peer assessment tools. The benefits of peer assessment Peer assessment is a powerful teaching technique that provides benefits to learners,
Session Four: Assessment of learning in the classroom Short Course in Learning and Teaching in the Classroom Janet Holmshaw and Jeff Sapiro Middlesex University,
Human Resources Brookes Assessment Compact Dr Chris Rust, Head, Oxford Centre for Staff and Learning Development Deputy Director, ASKe.
Assessing, Recording and Reporting Citizenship A Collaborative Approach.
Unit for the Enhancement of Learning and Teaching Assessment Development.
Assessment Information Evening 17 th September 2015.
TRANSLATING PRINCIPLES OF EFFECTIVE FEEDBACK FOR STUDENTS INTO THE CS1 CONTEXT By Claudia Ott, Anthony Robins and Kerry Shepard Presented by Laurel Powell.
Assessment for Learning Centre for Academic Practice Enhancement, Middlesex University.
Assessment & Feedback Working Group Developing Departmental Assessment & Feedback Practices The ‘Quick Wins’ Paper.
Footer to be inserted here 1 ASSESSMENT of REFLECTION in Participation Units Theresa Winchester-Seeto & Marina Harvey with Debra Coulson & Jacqueline Mackaway.
Anthony Williams, Maria Northcote, Jason Morton and John Seddon
Feedback for Formative and Summative Assessment
Understanding Standards: Nominee Training Event
Shared clarity about learning
“I know you think I understand what you thought you said … but I’m not sure realise that what I heard is not what you meant” Feedback, the NSS and fixing.
Assessment and Feedback – Module 1
ASSESSMENT FOR LEARNING
Our Research Into Assessment
Understanding by Design
Intervention Strategies for borderline students
Perspectives on Assessment
Business School Beyond 'scribbles in the margin': Engaging students with assessment feedback Student Learning Experience Conference, 16th May 2007 Dr.
Magnus M B Ross & Mary P Welsh
The Cinderella of UK assessment?
What we talk about when we talk about research into teaching
Information for Parents
Refresh Teaching: Improving student learning with individual feedback
Assessment of student achievement of outcomes from the 7-10 Science syllabus Use this as a screen saver.
An Introduction to e-Assessment
Enhancing assessment and feedback: an evidence-based response
GIVING FEEDBACK VERBAL AND WRITTEN.
What has TESTA ever done for us?
Information for Parents
Our Research Into Assessment
Learning Intentions and Success Criteria
Information for Parents
Providing feedback to learners
Why do we assess?.
A Moodle-based Peer Assessment Tool
Presentation transcript:

Engaging students with assessment and feedback Directorate of Human Resources Engaging students with assessment and feedback Chris Rust, Head, Oxford Centre for Staff and Learning Development

Social-constructivist view of assessment Engaging students with assessment Social-constructivist view of assessment the social-constructivist view of learning argues that knowledge is shaped and evolves through increasing participation within different communities of practice the social-constructivist process model of assessment argues that students should be actively engaged with every stage of the assessment process in order that they truly understand the requirements of the process, and the criteria and standards being applied, and should subsequently produce better work (Rust C., O’Donovan, B., & Price, M., 2005)

Students Explicit Criteria Active Active engagement with feedback with criteria Active engagement with feedback Students Completion and submission of work

Students Explicit Criteria Active Active engagement with feedback with criteria Students Completion and submission of work

Engaging students with criteria Get students actively using the criteria through a developmental combination of: Marking exercises Self-assessment Peer-feedback Peer-assessment Possibly creating and negotiating criteria

Students Explicit Criteria Active Active engagement with feedback with criteria Active engagement with feedback Students Completion and submission of work

Improving feedback - prepare students (in Yr 1 esp.) it is the interaction between both believing in self-responsibility and using assessment formatively that leads to greater educational achievements (Brown & Hirschfeld, 2008) Improving feedback - prepare students (in Yr 1 esp.) Aligning expectations (of staff & students, & between teams of markers) often a mismatch of expectations e.g correcting errors, advice for the future, diagnosis of general problems, comments specific only to that piece of work. These mismatches occur frequently with no particular pattern about who holds which view/perspective but problems arise when the the two don't coincide. Purpose of feedback may vary from assignment to assignment so would need to be clarified each time. (Freeman & Lewis, 1998) Identifying all feedback available (especially oral) Model the application of feedback - e.g. using previously-marked assignments to show how feedback was used (or consider how used) to improve later assignments Encourage the application of feedback e.g. in a subsequent piece of work the student is required to show how they have used prior feedback to try to improve their work (and possibly some marks allocated for this). structured reflection on feedback (Quinton & Smallbone, 2010) Require and develop self-assessment

Improving feedback - ensure it is fit for purpose Ensure students have MOM - Motive, Opportunity, Means (Shute, 2008) Draft-plus-rework – feedback is located at the draft stage, and possibly only a summative grade is given for the final submission Comments must be usable – explanation about gaps exhibited, & skills development comments for future work (Walker, 2009) Improve the linkage of assessment strategies across programmes and between modules/units Increase opportunities for dialogue - in-class discussion of exemplars, peer-review discussions supported by tutors, learning-sets, etc. Identify what is feasible in a given assessment context - written feedback can often do little more than ‘diagnose’ development issues and then direct students to other resources for help and support Consider the role of marks - they obscure feedback Ensure it is timely - ‘quick and dirty’ generic feedback, feedback on a draft, MCQs & quizzes, etc. Using technology – see http://tinyurl.com/tfaproject Oral feedback can be more effective (McCune, 2004). See the Sounds Good website at: http://sites.google.com/site/soundsgooduk/ Review resource allocations (N.B. OU 60%)

Feedback needs to be seen as a dialogue (rather than a monologue) At its simplest, need two conceptual shifts Self and peer assessment need to be seen as essential graduate attributes (i.e. learning outcomes themselves, rather than processes) Feedback needs to be seen as a dialogue (rather than a monologue) … with an explicit intention to bring students into the community of assessment practice