Exploring ways of using formative feedback to improve student engagement with simulation modules. Vicky Thirlaway Amy Musgrove

Assessment for Learning Assessment "of" learning or assessment "for" learning? "Backwash" effect of assessment (Biggs, 1996) "Authentic" assessment increases engagement Assessment must be seen to be "valid"

Simulation Tasks Case simulation is used in many different disciplines now, as it allows students access to "real world" activities. Assessments within a simulation often demand that students demonstrate new skills Feedback has to be an integral part of any assessment for learning strategy (Black and Wiliam 1998, Parkin et al, 2012) Simply creating formative tasks related to the learning objectives may not be sufficient to convince the students of their value.

Engagement, or just interest? The two terms are not necessarily synonymous (Handley et al 2011) Students may be interested in an activity, and be able to see it's worth, but will not necessarily engage with it (Coles 2009) Students may express a preference for "alternative" assessments, but see them as labour intensive and, crucially, may not understand what is required (Sambell et al 1997)

Suggested formats for formative assessment "Traditional" practice question Computer generated feedback (eg MCQ's) - non-judgmental (Beeves et al 2010 cited in Jordan, 2012) and allows private mistakes (Miller 2008), relatively low tutor workload.

Adding the element of compulsion Multi-staged assessment, with peer review (Carless et al 2011) Multi-staged assessment with tutor feedback Student as assessor

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