Food for thought: The students’ perspective of assessment and feedback Rita Headington, Hetty Barron, Michael Smith, Duncan Callnon.

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Presentation transcript:

Food for thought: The students’ perspective of assessment and feedback Rita Headington, Hetty Barron, Michael Smith, Duncan Callnon.

The problem Desire to improve the quality of provision NSS Assessment and Feedback 5. The criteria used in marking have been clear in advance 6. Assessment arrangements and marking have been fair 7. Feedback on my work has been prompt 8. I have received detailed comments on my work 9. Feedback on my work has helped me clarify things I did not understand

What we did...

What we discussed... I prefer to be assessed by... I like to get feedback from... How do you feel about, or use, success criteria? Feedback is most useful to me when...

What happened next… Researcher analysed tablecloth responses and identified themes Discussed themes further with student ambassadors Feedback to Head of Department and Programme Leader Staff-student conference dissemination, discussion Ambassadors feedback to students Staff action planning

What we found… Timely feedback During the writing process when it’s fresh Given time to go through and reflect – not when it comes too late to inform later assignments During the writing process when it’s fresh Given time to go through and reflect – not when it comes too late to inform later assignments Clear feedback Targeted and achievable Specific and closely linked to success criteria Clear indications of how to improve with ‘next steps’ suggestions Targeted and achievable Specific and closely linked to success criteria Clear indications of how to improve with ‘next steps’ suggestions Personal feedback Students value feedback Would appreciate tutors to be around when work is handed back A chance to discuss feedback with tutors Students value feedback Would appreciate tutors to be around when work is handed back A chance to discuss feedback with tutors Assessment strategies Move beyond coursework and assignments Presentations Oral assessments Practical teaching Assessment of our ability to teach rather than abstract theory Move beyond coursework and assignments Presentations Oral assessments Practical teaching Assessment of our ability to teach rather than abstract theory

What’s going to happen… Professional Development Portfolio Feedback sheets Review role and purpose Additional small group sessions across programme BA QTS as degree not just teaching qualification Redesign of assignment feedback sheet emphasising feedback as a process not a product Active groups continuing research