1. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde Formative assessment and feedback as drivers for transformational change David Nicol Deputy-Director Centre for Academic Practice and Learning Enhancement (CAPLE) Director, REAP project Catherine Owen REAP Project Manager University of Strathclyde University of Strathclyde, July 29 th 2008

2. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde Why take assessment and feedback seriously? A key driver of student learning Major cost in higher education Integral to the learning process Research suggests most effective learning intervention (e.g. Black and Wiliam, 1998) But feedback under-conceptualised (Yorke, 2003) Need a principled approach (Nicol, 2008)

3. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde Nationally only 55% of students think feedback is prompt and had helped to clarify things they did not understand [Scotland: 48%] Nationally only 63% of students agree that have received detailed comments on their work [Scotland: 49%]

4. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde Plan Re-engineering Assessment Practices (REAP) project Concepts and ideas Case study of practice from REAP Guidelines for implementation

5. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde Background Research: HE Academy 2004: Literature review: 7 principles of good assessment and feedback practice in relation to development of learner self-regulation (Nicol and Macfarlane-Dick, 2004: 2006) Local Implementations: Scottish Funding Council 2005- 7: The Reengineering Assessment Practices (REAP) project (£1m) www.reap.ac.uk Policy and strategy: University of Strathclyde Assessment Policy and Practice Guidelines Synthesis: QAA Scotland 2007-8: First Year Experience: Assessment and Feedback publication (66 pages)

6. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde Re-engineering Assessment Practices project Scottish Funding Council (£1m) Strathclyde, Glasgow and Glasgow Caledonian Large 1 st year classes (160-900 students) A range of disciplines (19 modules ~6000 students) Many technologies: online tests, simulations, discussion boards, e-portfolios, e-voting, peer/feedback software, VLE, online-offline Learning quality and teaching efficiencies Assessment for learner self-regulation

7. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde First Year: The academic experience What is important in the first year? Coping with transition Understanding what is required Engagement with academic programmes Receiving support and feedback Experiences of success Feeling in control of own learning Belief that you can succeed A sense of belonging within the academic and social culture Based on research by Yorke (UK) and Tinto (US)

8. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde Background (1) Gibbs, G. & Simpson, C (2004) Conditions under which assessment supports students learning, Learning and Teaching in Higher Education, 1, 3-31. See: Formative Assessment in Science Teaching (FAST) project at: http://www.open.ac.uk/science/fdtl/

9. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde Gibbs and Simpson (2004) Assessment tasks [Conditions 1-4] 1. Capture enough study time (in and out of class) 2. Are spread out evenly across timeline of study 3. Lead to productive activity (deep vs surface) 4. Communicate clear and high expectations i.e concern here is with ‘steers’ about how much work to do

10. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde Background (2) Literature Review 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, 34 (1), 199-218 Nicol, D & Milligan, C. (2006), Rethinking technology-supported assessment practices in relation to the seven principles of good feedback practice. In C. Bryan & K. Clegg, Innovative assessment in higher education, Routledge. Background Student Enhanced Learning through Effective Feedback [SENLEF] project funded by HE Academy REAP project: www.reap.ac.ukwww.reap.ac.uk

11. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde Rethinking assessment and feedback 1. Consider self and peers as much as the teacher as sources of assessment and feedback Tap into different qualities than teacher can provide Saves time Provides considerable learning benefits (lifelong learning) 2. Focus on every step of the cycle: Understanding the task criteria (Sadler, 1983) Applying what was learned in action 3. Not just written feedback: Also oral, computer, vicarious, formal and informal

12. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde Scaffolding self regulation: 7 principles of good feedback (assessment design) 1. Clarify what good performance is (goals, criteria, standards). 2. Facilitate the development of reflection and self- assessment in learning 3. Deliver high quality feedback to students: that enables them to self-correct 4. Encourage peer and student-teacher and peer dialogue around learning 5. Encourage positive motivational beliefs & self esteem through assessment 6. Provide opportunities to act on feedback 7. Provide information to teachers that can be used to help shape their teaching (making learning visible) Source: Nicol and Macfarlane-Dick (2006)

13. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde Two super principles SUPER-PRINCIPLE 1: time and effort on task (structured engagement) i.e. steers on how much work to do and when – Gibbs and Simpson 4 conditions SUPER-PRINCIPLE 2: developing learner self-regulation (empowerment/self-regulation) i.e steers to encourage ownership of learning – the seven principles discussed above. Case examples from REAP – applying these conditions/ principles

14. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde REAP: Example 1: Psychology

15. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde Psychology 560 first year students Mixture of psychology majors (130) and those taking psychology only for one year (430) 6 topic areas, 48 lectures, 4 tutorials, 12 practicals Assessment; 2 x MCQs (25%), tutorial attendance (4%), taking part in experiment (5%), essay exam (66%)

16. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde Problems identified No practice in writing skills but required in the exam More detail provided in lectures than mentioned in exams (not enough independent reading) No feedback except on MCQs (percent correct) Didn’t want to increase staff workload Wanted to improve overall exam marks And standard of entrant to second year

17. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde Discussion point What would you do to improve the student experience in first year psychology? You can use any technology (or combination of technologies) but you must consider costs and staff time constraints.

18. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde Psychology Redesign Discussion board in WebCT Students in 85 discussion groups of 7-8, same groups throughout year Also open discussion board for class Friday lectures dropped Students discover for themselves through collaboration what would have been presented in the Friday lecture Series of online tasks

19. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde Structure of group tasks 6 cycles of 3 weeks (one cycle x major course topic) First week: ‘light’ written task (e.g. define terms) = 7 short answers (all answer) Second week = guided reading Week three: ‘heavy’ written task: students answer guided questions and then collaborate in writing a 700- 800 word essay. Within each week: The Monday lecture – introducing material Immediately after lecture, task posted online – for delivery the following Monday Model answers (selected from students) posted for previous week’s task

20. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde The teaching role Participation in the discussions was compulsory but not marked (this year there is 2% mark for participation) The course leader provided general feedback to the whole class – often motivational He encouraged students to give each other feedback And he selected the model answers The group discussions were not moderated Around 8 teaching assistants monitored the discussions and reported non-participation to the teacher

21. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde Relation to the Gibbs & Simpson’s four assessment conditions C1.Tasks require significant study out of class C2.Tasks are distributed across topics and weeks C3.They move students progressively to deeper levels of understanding C4.There are clear goals and a progressive increase in challenge

22. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde Relation to 7 feedback principles P1. Standard format and model answers (goals) P2. Self-assess against model answer (self-assess) P3. Teacher provides class feedback and model answers (teacher feedback) P4. Online peer discussion and feedback (dialogue) P5.Learning focus, challenge and sense of control (motivation) P6.Repeated cycles of topics/tasks (act on feedback) P7.All interactions captured (VLE) allowing progress monitoring (adapt teaching)

23. Online Project 1 – Classical Conditioning Phenomena. Each Group Member should read the Passer chapter from the beginning to at least as far the section which begins ‘Applications of Classical Conditioning’. Satisfy yourself that you can answer EACH of the questions below. Then agree as a group who will answer what. Project 1 is to answer these questions as fully as you can: 1) What type of response is susceptible to Classical Conditioning? 2) Why does Extinction occur? 3) What is Spontaneous Recovery? 4) What does the phenomenon of Spontaneous Recovery tell us about the nature of Extinction in Classical Conditioning? 5) What is Generalisation? 6) What is Discrimination? 7) What is Higher Order Conditioning?

24. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde Guidelines Comment constructively on each other’s work. If you think that someone has missed a detail or is confused then HELP - point out how an answer might be better. This isn’t showing off – it’s being supportive – don’t leave someone stuck with half an answer or one that’s wrong or confused just because you don’t want to seem to ‘know better’ – it might be you that needs the help next time. Build answers in your online group discussion space, i.e. ‘show your working’ online where possible so that you can keep track of your progress as a group (and also so that Teaching Assistants can check on who is doing what and who isn’t). Source: Jim Baxter, Psychology, Strathclyde University

25. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde Project 9: An example of ‘heavy’ task The Task – 800 word essay: Assess the strengths and weaknesses of Freud’s and Eysenck’s theories of personality. Are the theories incompatible? readings suggested questions provided – all should try and advice on how to divide task given

26. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde Topic: Online Project 9 - Online Group Projects 45 Date: 11 February 2007 Subject: hey??Author: John Hey, is it OK with everyone if I post up the part of my essay, describing Freud’s theories, some of his strengths and weaknesses’

27. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde Topic: Online Project 9 - Online Group Projects 45 Date: 11 February 2007 Subject: Re:hey??Author: Donna yeah cool, il describe Eysneck (is that even how its spelt’’) is any1 else gettin confused’ freuds sayin that adult personality is influenced by parenting, either excessive or lax at each of the stages that can result in regression or fixation. whereas Eysneck is saying that differences in personality are a result of differences in the level of arousal’’so there not compatible coz Freuds- emphassing the importance of childhood experiences and Ey is saying that it is biological’’but then genetic differences account for like half of the difference or sumfin’’’ n each is emphasising the importance of bio/env and not saying that that is the only influence on adult personality’’’ AND- if the ego and the superego develop to control the impulses of the id, which is innate and unconscious then how can behaviour and personality be a result of childhood experiences if the ids pesent at birth’ ahh but then i spose that ego and superego have contact with reality.... c y am conffudled!! please help dont even no if this is anything 2 do with question, who knows.xx

28. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde Topic: Online Project 9 - Online Group Projects 45Date: 11 February 2007 Subject: Re:hey??Author: John I think you are on the right lines. In my essay, I said that Eysenck’s theories of personality can be viewed in contrast to Freud’s theories of personality. I wrote that both their theories can be correct although they emphasised different things. Freud emphasised the significance of childhood experiences (the three main psychosexual stages) and the unconscious in influencing adult personality traits whereas Eysenck emphasised more the heritability of traits and psychological factors such as Psychoticism, Extraversion and Neuroticism as main influences on the personality of an individual. I hope that make more sense. That’s kinda what I wrote in my essay, anyway!

29. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde Topic: Online Project 9 - Online Group Projects 45 Date: 11 February 2007 Subject: Re:hey??Author: Donna yeh that makes sense! thanks. i havent wrote the full essay yet but il put up a summary of eysencks theory just now. well in like 10mins. ta xx

30. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde Benefits Written responses of an exceedingly high standard (sometimes surpassing 3 rd year) Spontaneous online discussions about learning and leaner responsibility High levels of motivation, atmosphere in class improved Some students burdened by workload – easily detected Some requested to move groups (5 groups) Online interactions showed powerful ‘scaffolding’ Interaction and feedback possible with 560 students Easy for tutors to monitor participation Peer feedback and self feedback (model answers) harnessed Improved mean exam performance (up from 51-57%)

31. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde Has it worked?

32. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde

35. Online postings/interaction 24,362 messages posted by groups Average number of postings per student 44.3 1067 postings to general open discussion forum Students set up online study groups for other subjects Structured tasks online triggered important social- cognitive processes

36. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde REAP: Example 2: Mechanical Engineering (personal response systems)

37. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde Problems identified Conceptual misunderstandings even after graduation (e.g. concept of force) Passive learning in classroom due to larger numbers Evidence of low levels of student motivation – attendance Difficult to develop a sense of community amongst learners Retention issues (20%)

38. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde Course Redesign Looked worldwide for the best solution Focus on teaching core concepts Carefully constructed student workgroups Introduced personal response systems in lecture sessions (to facilitate peer discussion) as promoted by Mazur at Harvard

39. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde Personal Response System (PRS) PRS was developed by Professor Nelson Cue at Hong Kong University of Technology and has now been adopted by hundreds of educators worldwide

40. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde Mechanical Engineering Professor Jim Boyle

41. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde Further Developments Introduced online testing before EVS classes (just in time teaching) And online homework system (Mastering Physics and Web Assign) focus is on processes used to solve problems And class tests using confidence-based marking

42. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde MCQ and Confidence-Based Marking Mark if correct Penalty if wrong Degree of certainty C=1 LowC=2 Medium C=3 High 1 2 3 0-2-6 Scoring regime for confidence-based marking Ref: Tony Gardner-Medwin (2006), Confidence-based marking: towards deeper learning and better exams.

43. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde Benefits Self, peer and tutor oral feedback in a single classroom session Online confidence-based testing promotes reflection And allows tutor to modify teaching in relation to student needs High levels of ‘time on task’ in and out of class Culture of collaborative learning established Improved understanding in standardised engineering tests (e.g. force concept inventory) Students report enhanced satisfaction (fun!) compared to traditional lecture classes. Dropout reduced from 20% to 3% Online homework system has cut marking in half

44. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde Some data Survey StatementStudents agree Students disagree Using the PRS helps me to develop a better understanding of the subject matter compared to traditional lectures 74%4% Using the PRS helps me to understand the concepts behind the problems 75%6% I am more actively involved during PRS classes than in traditional lectures 95%1% I have to think more in PRS classes than in traditional lecture classes 91%0% I study less outside of PRS classes than for traditional classes 24% I remember less after a PRS class than after other classes 12%63%

45. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde The student experience Some student comments: “…in this class everybody’s involved, you have to think about what’s being said…” “…you are learning from people around you… it’s a language you can understand…” “…you feel you are keeping pace with the class and that everyone is learning together…”

46. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde Relation to Gibbs & Simpson’s four assessment conditions 1. Web-based assessment tasks (MCQs and problem solving exercises) keep students engaged in out-of- class activities and PRS encourages engagement in class (condition 1) 2. Activities are distributed across topics and weeks (condition 2) 3. EVS tasks are designed to deepen learning as conceptual understanding increases (condition 3) 4. EVS activities clearly communicate requirements and there is a progressive increase in challenge (condition 4)

47. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde Relationship to seven principles 1. Learning goals clarified through iterative cycles of tutor presentation, tests and retests using MCQs in class (Principle 1) 2. Reflection/self-assessment triggered through bar-chart presentation and by online tests (Principle 2) 3. Teachers provide feedback at end of EVS concept-test sequence and feedback provided by online tutoring system (Principle 3) 4. Both peer and teacher-student dialogue occur in EVS interactive sessions (Principle 4) 5. The focus on learning goals rather than performance goals in class and the staged difficulty of concept tests are motivational (Principle 5) 6. The continuous cycle of tests, retests and feedback ensures that students can use the feedback immediately (Principle 6) 7. Online MCQ tests and student performance in EVS lectures provide a range of feedback information that tutors can use adjust teaching to student needs (Principle 7)

48. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde What can we learn from these case studies? Use of simple technologies (discussion board) Considerable thought gone into the learning design [which is transferable] The drivers were learning improvements rather than technology (context of use) Key finding across studies was need to balance structure and learner control An important finding was the way that the social and the academic processes were shown to be mutually supportive

49. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde EMPOWERMENT/ SELF-REGULATION SOCIAL EXPERIENCE ENGAGEMENT Figure 1: Framework for Analysis of Assessment and Feedback practice ACADEMIC EXPERIENCE

50. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde 12 Principles of Good Assessment and Feedback Practice

51. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde Good formative assessment and feedback practices should: 1.Help clarify what good performance is (goals, criteria, standards) 2.Encourage ‘time an effort’ on challenging learning tasks 3.Deliver high quality feedback information that helps learners self-correct 4.Provide opportunities to act on feedback 5.Ensure that summative assessment supports formative learning processes 6.Encourage interaction and dialogue around learning (peer, teacher- student) 7.Facilitate the development of self-assessment and reflection in learning 8.Give choice in the topic, method, criteria, weighting or timing of assessments. 9.Involve students in decision making about assessment policy and practice 10.Support the development of learning groups and communities 11.Encourage positive motivational beliefs and self-esteem 12.Provide information to teachers that can be used to help shape the teaching

52. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde Good formative assessment and feedback practices should: 1.Help clarify what good performance is (goals, criteria, standards) 2.Encourage ‘time an effort’ on challenging learning tasks 3.Deliver high quality feedback information that helps learners self-correct 4.Provide opportunities to act on feedback 5.Ensure that summative assessment supports formative learning processes 6.Encourage interaction and dialogue around learning (peer, teacher- student) 7.Facilitate the development of self-assessment and reflection in learning 8.Give choice in the topic, method, criteria, weighting or timing of assessments. 9.Involve students in decision making about assessment policy and practice 10.Support the development of learning groups and communities 11.Encourage positive motivational beliefs and self-esteem 12.Provide information to teachers that can be used to help shape the teaching

53. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde Good formative assessment and feedback practices should: 1.Help clarify what good performance is (goals, criteria, standards) 2.Encourage ‘time an effort’ on challenging learning tasks 3.Deliver high quality feedback information that helps learners self-correct 4.Provide opportunities to act on feedback 5.Ensure that summative assessment supports formative learning processes 6.Encourage interaction and dialogue around learning (peer, teacher- student) 7.Facilitate the development of self-assessment and reflection in learning 8.Give choice in the topic, method, criteria, weighting or timing of assessments. 9.Involve students in decision making about assessment policy and practice 10.Support the development of learning groups and communities 11.Encourage positive motivational beliefs and self-esteem 12.Provide information to teachers that can be used to help shape the teaching

54. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde Good formative assessment and feedback practices should: 1.Help clarify what good performance is (goals, criteria, standards) 2.Encourage ‘time an effort’ on challenging learning tasks 3.Deliver high quality feedback information that helps learners self-correct 4.Provide opportunities to act on feedback 5.Ensure that summative assessment supports formative learning processes 6.Encourage interaction and dialogue around learning (peer, teacher- student) 7.Facilitate the development of self-assessment and reflection in learning 8.Give choice in the topic, method, criteria, weighting or timing of assessments. 9.Involve students in decision making about assessment policy and practice 10.Support the development of learning groups and communities 11.Encourage positive motivational beliefs and self-esteem 12.Provide information to teachers that can be used to help shape the teaching

55. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde Good formative assessment and feedback practices should: 1.Help clarify what good performance is (goals, criteria, standards) 2.Encourage ‘time an effort’ on challenging learning tasks 3.Deliver high quality feedback information that helps learners self-correct 4.Provide opportunities to act on feedback 5.Ensure that summative assessment supports formative learning processes 6.Encourage interaction and dialogue around learning (peer, teacher- student) 7.Facilitate the development of self-assessment and reflection in learning 8.Give choice in the topic, method, criteria, weighting or timing of assessments. 9.Involve students in decision making about assessment policy and practice 10.Support the development of learning groups and communities 11.Encourage positive motivational beliefs and self-esteem 12.Provide information to teachers that can be used to help shape the teaching

56. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde Discussion point Consider your own classes/modules/programmes: Which principles are most relevant to you in the redesign of your teaching/learning? Why? Give some examples of how you might implement these principles in your classes/modules/programmes What are the implications of these principles at strategy level? Identify any questions raised in your discussion groups Plenary report back: Be prepared to share some implementation ideas with others in the plenary Any ‘questions worth asking’ that might illuminate some important issue

57. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde Dynamics of Implementation

58. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde EMPOWERMENT/ SELF-REGULATION SOCIAL EXPERIENCE ENGAGEMENT Principle 1: Clarify what good performance is ACADEMIC EXPERIENCE Students create criteria Students add own criteria Students identify criteria from samples of work Exemplars of different performance levels provided Students rephrase criteria in own words Provide document with criteria

59. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde EMPOWERMENT/ SELF-REGULATION SOCIAL EXPERIENCE ENGAGEMENT Principle 2: Encourage time and effort on challenging tasks ACADEMIC EXPERIENCE Students given large project and expected to structure their own learning Ask students to determine the milestones and reward them for keeping to the deadlines Set out a series of learning tasks with milestones

60. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde EMPOWERMENT/ SELF-REGULATION SOCIAL EXPERIENCE ENGAGEMENT ACADEMIC EXPERIENCE 6.Encourage interaction and dialogue around learning (peer and teacher- student) 2.Encourage time & effort on challenging learning tasks +

61. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde EMPOWERMENT/ SELF-REGULATION SOCIAL EXPERIENCE ENGAGEMENT ACADEMIC EXPERIENCE 6.Encourage group discussion of how that feedback might be used in tutorials 3.Deliver individual written feedback on students’ work +

62. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde EMPOWERMENT/ SELF-REGULATION SOCIAL EXPERIENCE ENGAGEMENT ACADEMIC EXPERIENCE Students self-assess own performance using online MCQs Students self-assess using MCQs and provide confidence ratings Students create MCQs and feedback for wrong and right answers 6. Encourage interaction and dialogue around learning (peer and teacher- student) + Principle 6Principle 7

63. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde MCQ and Confidence-Based Marking Mark if correct Penalty if wrong Degree of certainty C=1 LowC=2 Medium C=3 High 123 0 - 2 - 6 Scoring regime for confidence-based marking Ref: Tony Gardner-Medwin (2006), Confidence-based marking: towards deeper learning and better exams.

64. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde Guidelines for Implementation 1. A single principle or many? 2. Active involvement of students 3. Tight-loose – maintain fidelity to the principles (tight) but encourage disciplines develop their own techniques of implementation (loose) 4. Clarify students’ responsibilities 5. Alternate solo and group work 6. Share your learning designs

65. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde Why use principles Easy to understand but not simplistic Set high level aspirations Breaks down components of underlying pedagogy Can be tailored to different disciplines (transferability) Each has research support Helps select appropriate technology Adds a dimension to evaluation Interdependent (carry each other) Can be used to address pragmatic concerns Can suggest simple techniques to get started Lessons learned from multiple implementations

66. 33rd International Improving University Teaching Conference, 29 th July to August 1 st, 2008 University of Strathclyde My Publications Nicol, D (2008), Transforming assessment and feedback: Enhancing integration and empowerment in the first year, To be published by Quality Assurance Agency, Scotland Nicol, D (in press), Assessment for learner self-regulation: Enhancing achievement in the first year using learning technologies, Assessment and Evaluation in Higher Education, Nicol, D (2007), Laying the foundation for lifelong learning: cases studies of technology supported assessment processes in large first year classes, British Journal of Educational Technology, 38(4), 668-678 Nicol, D (2007) E-assessment by design: using multiple-choice tests to good effect, Journal of Further and Higher Education.31(1), 53-64. Nicol, D. & Milligan, C. (2006), Rethinking technology-supported assessment in relation to the seven principles of good feedback practice. In C. Bryan and K. Clegg, Innovations in Assessment, Routledge. Nicol, D, J. & Macfarlane-Dick (2006), Formative assessment and self-regulated learning: A model and seven principles of good feedback practice, Studies in Higher Education, 31(2), 199-218. See also www.reap.ac.uk for copies.www.reap.ac.uk