Frances Chetwynd Chris Dobbyn The Open University. UK Consistency v Autonomy: effective feedback to a very large cohort 13/04/2012HEA Stem Conference 2012.

Slides:



Advertisements
Similar presentations
An Introduction for the School Community
Advertisements

EU Presidency Conference Effective policies for the development of competencies of youth in Europe Warsaw, November 2011 Improving basic skills in.
The 1 st National Quality Assurance Conference November 17-18, 2011 Student Feedback on Teaching and Learning at The University of the West Indies, St.
The Missing Link: adding scholarship to university preparation courses Olwyn Alexander and Sue Argent.
NCATS REDESIGN METHODOLOGY A Menu of Redesign Options Six Models for Course Redesign Five Principles of Successful Course Redesign Four Models for Assessing.
The Journey – Improving Writing Through Formative Assessment Presented By: Sarah McManus, Section Chief, Testing Policy & Operations Phyllis Blue, Middle.
Literacy Block Others Parts of the Day 90 Min. Reading Block
Southern Regional Education Board 1 Preparing Students for Success in High School.
Focus on feedback Carol Johnston Ciannon Cazaly. Focus on feedback QoT QoT CEQ CEQ Teaching structure at Melbourne Teaching structure at Melbourne Importance.
Dr David Nicol Project Director Centre for Academic Practice University of Strathclyde Re-engineering Assessment Practices in Scottish.
Self and peer assessment: examples of online tools and practice Niall Barr (LTC) Craig Brown (LTC) Sarah Honeychurch (LTC) Mary McCulloch (LTC) Simon Rogers.
Experience of using formative assessment and students perception of formative assessment Paul Ong Greg Benfield Margaret Price.
Directorate of Human Resources Engaging students with assessment and feedback Chris Rust, Head, Oxford Centre for Staff and Learning Development.
One or two Is in development: individual and/or institutional? Dr Saranne Weller Kings Learning Institute.
Making Feedback a positive learning experience Joint Academy/NUS Special Interest Group Professor Brenda Smith Senior Associate
Peer peer-assessment & peer- feedback
Deirdre Burke: Lecturer Elora Marston: Study Skills Advisor University of Wolverhampton Working in partnership Feedback tutorial template.
Higher Education Academy Assessment matters – original assessment for original work Practising what we teach: assessment and plagiarism prevention on a.
Enhancing Student Engagement with Feedback Stuart Hepplestone and Helen Parkin, Learning and Teaching Institute.
Reframing perceptions of the lecture from challenges to opportunities: Embedding active learning and formative assessment into the teaching of large classes.
Fast track to feedback using rubrics, and more - a case study on using feedback methods for e-submission.
Feedback sessions - Helping first year students get the most out of assessment and feedback Sue R Whittle & Linda B Bonnett Faculty of Biological Sciences.
Strategies for making exam feedback dialogic Prof Alasdair Blair Dr Sam McGinty Dr Alun Wyburn - Powell.
Enhancing assessment and feedback in the first year: principles and practices David Nicol Professor of Higher Education Centre for Academic Practice and.
Using technology to enhance student engagement with feedback Stuart Hepplestone and Helen Parkin Quality Enhancement & Student Success.
Principles of Assessment and Feedback for Learning CHEP Strategic Work-stream Assessment and Feedback for Learning Dr Alan Masson.
Creating a dialogue over feedback between staff and students in the classroom and online Heather A. Thornton
FEEDBACK, MOTIVATION AND THE ONLINE CLASSROOM STEPHANIE OEBEN FSLT13 ONLINE CONFERENCE.
Dr Susie Schofield Lecturer / academic eLearning lead Centre for Medical Education University of Dundee Technology-enhanced.
Assessment for learning: the benefits of generating feedback David Nicol Professor of Higher Education Centre for Academic Practice and Learning Enhancement.
QEP BASICS.
Promoting Regulatory Excellence Self Assessment & Physiotherapy: the Ontario Model Jan Robinson, Registrar & CEO, College of Physiotherapists of Ontario.
Motivational Processes and Practices in Accelerated Ab Initio Language Learning Ulrike Bavendiek.
Principles of Assessment and Feedback for Learning Ulster Principles of Assessment and Feedback for Learning School Board Briefing [School/Dept name] [Facilitator.
Ipsative assessment: comparison with past performance
Strengthening the Problem-Solving Abilities of Our Students Emma Carberry, School of Mathematics and Statistics.
1 Begin the Transformation: Mapping the Course DOWNLOAD ME!
1 Using K-12 Assessment Data from Teacher Work Samples as Credible Evidence of a Teacher Candidate’s Ability to Produce Student Learning Presented by Roger.
Evaluation of a process for reflection on feedback to support student learning Mark M c Crory Steve M c Peake Denise Currie Department of Management and.
VARIETY VERSUS FAMILIARITY IN ASSESSMENT TASK TYPE IN HIGHER EDUCATION Neil Currant.
Dr Teresa McConlogue UCL © Dr Teresa McConlogue This presentation is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike.
Autonomous learning for the millennial students Hazel Chiu
The University Writing in STEM Disciplines: providing students with effective feedback and empowering students’ peer assessment © Dr Trevor Day This presentation.
Workshop Sessions: Wednesday Aug 1: 1. Key Concepts for Transforming Course Design in the CSU 2. (Examples of past projects and) TOTAL Overview  Transformation.
TMA feedback: can we do better? Mirabelle Walker Centre for Open Learning of Mathematics, Science Computing and Technology (COLMSCT)
How feedback works for some of the people some of the time Liz McDowell.
Teacher’s Attitudes and Perceptions Toward the Use of Inspiration 6 Software in Inclusive World History Classes at the Secondary Level Summary by Katie.
International Conference on Enhancement and Innovation in Higher Education Crowne Plaza Hotel, Glasgow 9-11 June 2015 Welcome.
International Conference on Enhancement and Innovation in Higher Education Crowne Plaza Hotel, Glasgow 9-11 June 2015 Welcome.
Frances Chetwynd EATING th June 2011 Marking Guides and Effective Feedback.
Computer-marked assessment as learning analytics Sally Jordan Department of Physical Science CALRG-C, 11 th June 2014.
Marion Webb January  By the end of the session, participants will be able to:  Discuss the role of assessment for learning  Describe key assessment.
Principles of good assessment: theory and practice David Nicol, Project Director, Re-Engineering Assessment Practices, University of Strathclyde, Scotland.
HEA Conference June 22nd – 23rd 2010 Shaping the Future: Future Learning It’s all in the words: the impact of language on the design and development of.
Exploring the learner experience of ePortfolios for formative and summative feedback in the health sciences Susi Peacock (CAP), Sue Murray (CAP) and Alison.
Assessment Introduction Unit for the Enhancement of Learning and Teaching.
CLT Conference th July 2015 Nudge! A structured programme of support aimed at improving student achievement where average grades are just below.
Re-engineering Assessment Practices in Scottish Higher Education [REAP] Dr David Nicol, Project Director Centre for Academic Practice and Learning Enhancement.
ASSESSMENT AND FEEDBACK ALICE BAILEY – HILLSBOROUGH COLLEGE SHU L&T Conference June 2013.
Unit for the Enhancement of Learning and Teaching Assessment Development.
STELLENBSOSCH UNIVERSITY FACULTY OF MILITARY SCIENCE/ MILITARY ACADEMY SOUTH AFRICA Bontle Monnanyane: Department of Military Management +27(0) :
Feedback that Facilitates Learning: The Views of Postgraduate Students School of Nursing Ms S Sithole (Masters -Nursing Education) & N G. Mtshali (PhD-
Assessment in Higher Education: Supporting students’ first experiences Rita Headington University of Greenwich.
Constructive guidance for learning: Standards-based assessment and exemplars Dr Graham Hendry University of Western Sydney Thursday 6 August 2009.
Supporting student partnerships
Feedback hints and tips
Magnus M B Ross & Mary P Welsh
Assessment Introduction
Sue Forsythe, Cathy Smith, Charlotte Webb Mathematics Education
Presentation transcript:

Frances Chetwynd Chris Dobbyn The Open University. UK Consistency v Autonomy: effective feedback to a very large cohort 13/04/2012HEA Stem Conference 2012

Introduction Project: Investigating major changes to assessment and feedback on a new module Discussion Why make changes? What changes were made? Views on changes? 13/04/2012HEA Stem Conference 2012

TU100: My Digital Life 60 credits with extremely varied teaching material 4500 students and 200 tutors Poor retention and progression levels in predecessor courses 13/04/2012HEA Stem Conference 2012

4,500 different combinations 13/04/2012HEA Stem Conference 2012 Image: Ralph Greenwell Sense Board with a specially-designed language, Sense

Challenges Build skills for future, self- regulated learning Create joined-up assessment Improve retention and progression Change a tutor culture deeply wedded to marks Preserve consistency at the same time as promoting tutor autonomy 13/04/2012HEA Stem Conference 2012

Earlier research findings Chetwynd & Dobbyn (2011) reported problem in the areas of: Assignment questions Marking guidance Tutor feedback practices Motivation of Marking Guides was consistency of marking over feedback Effective feedback essential for building independent, self-regulated learners (Nicol 2008) 13/04/2012HEA Stem Conference 2012

New feedback taxonomy 13/04/2012HEA Stem Conference 2012 Chetwynd & Dobbyn (2011)

A new project Research project based on TU100 My Digital Life New assessment materials and assessment style New approach to tutor advice Evaluation Identify choke points in the course as potential targets for remedial material 13/04/2012HEA Stem Conference 2012

New assessment materials Explicit testing of skills e.g. List the instructions your program will step through in order to parse the RSS feed… e.g. To help you structure your answer, sample reports are given as answers to Block 2 Part 3 Activity 29 and Block 2 Part 5 Activity /04/2012HEA Stem Conference 2012

New assessment materials Explicit concentration on skills 80% Assignment questions: 20% skills mark English language usage Programming skills Structure/layout Numeracy (scientific notation; units) Referencing 13/04/2012HEA Stem Conference 2012

New Tutor Guides Emphasis on feedback rather than marks New content Explicit feedback advice Separation of retrospective and future- altering feedback advice New structure Separation of skills and content feedback advice Repetitive guidance removed Granularity of marks reduced 13/04/2012HEA Stem Conference 2012

Evaluation 1.Selected group of tutors; semi-structured interviews Before first assignment Half way through module After EMA marking 2.Monitoring reports 3.End of presentation survey 13/04/2012HEA Stem Conference 2012

Preliminary results from interviews Varying degrees of enthusiasm! All liked – focus on skills; future-altering advice Some liked – marks granularity; new structure Some disliked – greater freedom; separation of skills 13/04/2012HEA Stem Conference 2012

Preliminary results from interviews Has made me think about things differently… …Not completely confident about how to tackle skills aspects… I could see the flow of questions and where they were going … …Sometimes difficult to make retrospective feedback more positive 13/04/2012HEA Stem Conference 2012

13/04/2012HEA Stem Conference 2012 References Brown, E. and Glover, C. (2006) Evaluating written feedback. In Innovative Assessment in Higher Education C. Bryan & K. Clegg Abingdon: Routledge. Crisp, B. (2007). Is it worth the effort? How feedback influences students subsequent submission of assessable work. Assessment and Evaluation in Higher Education 32(5), pp Chetwynd, F. D. & Dobbyn, C. (2011): Assessment, feedback and marking guides in distance education, Open Learning: The Journal of Open, Distance and e-Learning, 26(1), pp Gibbs, G. (2010) Does assessment in open learning support students? Open Learning: The Journal of Open and Distance Learning, 25(2), pp Gibbs, G. & Simpson, C. (2004) Conditions under which assessment supports students learning, Learning and Teaching in Higher Education, 1, pp Hounsell, D. (2007) Towards more sustainable feedback. In Rethinking Assessment in Higher Education D. Boud & N. Falchikov (Eds) Abingdon: Routledge. Lea, M. R. & Stierer, B. V. eds. (2000) Student writing in higher education, new contexts, Maidenhead: Open University Press. Lea, M. R. & Street, B. V. (1998) Student writing in higher education: An academic literacies approach, Studies in Higher Education, 23(2), pp Nicol, D. (2008) Transforming assessment and feedback: Enhancing integration and empowerment in the first year. Quality Assurance Agency, Scotland. Nicol, D. & Macfarlane-Dick, D. (2006) Formative assessment and self-regulated learning: a model and seven principles of good feedback practice, Studies in Higher Education, 31(2), pp Price, M., Carroll, J., ODonovan, B. & Rust, C. (2011) If I was going there I wouldnt start from here: a critical commentary on current assessment practice, Assessment & Evaluation in Higher Education, 36(4), pp Sadler, D. R. (1989) Formative assessment and the design of instructional systems, Instructional Science, 18(1), pp Walker, M. (2009) An investigation into written comments on assignments: do students find them usable? Assessment & Evaluation in Higher Education, 34(1), pp Weaver, R. (2006) Do students value feedback? Student perceptions of tutors written comments. Assessment and Evaluation in Higher Education, 31(3), pp