1. Aligning Feedback to Learning Outcomes Dawn Joyce & Ewan Ingleby, Teesside University

2. Learning outcomes: Identify the nature and purpose of module learning outcomes Link Learning outcomes to assessment Distinguish the advantages of ECA and ICA/ECA Identify positives and negatives from assignment feedback

3. The Educational Context? Wires The wildest prairies have electric fences For though the cattle know they must not stray Young cattle are always after purer water Not here but anywhere beyond the wires Leads them to blunder up against the wires Whose muscle-shredding violence gives no quarter. Young cattle become old from that day, Electric limits to their wildest senses. Philip Larkin

4. Module Design Module: Learning Outcomes Level: 1,2,3 Context e.g. Nature Course, University regulations Assessment Tasks Assessment criteria Student Support & Guidance Communicating with Students Learning & Teaching Strategies Teaching Programme Resources and Costing Student Profile Evaluation & Monitoring Content Key Skills Content, Structure, Sequence

5. If your course is constructively aligned it links together: what the course is for (aims) what students will learn (outcomes) the content and sequence how it will be taught the assessment design and criteria student support and learning resources methods of evaluation

6. Learning outcomes - why should we use them? - What we want students to know - How we want students to learn - How well students have learned it - How effective the programme has been

7. Learning outcomes - what are the programme benefits? - Can help to improve student involvement and motivation by: Giving them explicit targets to aim for Helping them make informed choices about courses or modules i.e. module or programme handbooks

8. Example Module Learning Outcomes Knowledge & Understanding 1. Identify and explain the contribution made by sociological perspectives to understanding services for children and their development. 2. Identify where applicable the international context. Cognitive & Intellectual Skills 3. Gather, record and describe data about children’s services. 4. Justify conclusions in relation to the provision of effective children’s services. 5. Recognise the provisional and changing nature of knowledge in relation to children’s services. Practical & Professional Skills 6. Recognise an effective children’s service. Key Transferable Skills 7. Identify own learning strengths and needs resulting from feedback. 8. Identify and use writing skills appropriate to the context.

9. Example Module Learning Outcomes Knowledge & Understanding 1. Identify and explain the services that are available for children and families. Cognitive & Intellectual Skills 2. Justify conclusions in appraising the effectiveness of children's services. Practical & Professional Skills 3. Act with limited autonomy in identifying cultural factors influencing children's services. Key Transferable Skills 4. Develop a report assessing the effectiveness of children's services using data.

10. Linking learning outcomes to assessment -What is the best way of making learning outcomes develop students study skills? -Is there an ideal number of outcomes? -What should we avoid doing?

11. Advantages of ECA and ICA/ECA - What is the best way of making assessments develop students study skills? -Is there an ideal number of assessments? -What should we avoid doing?

12. What is shown in a good module -Manageable learning outcomes (IQER) -Manageable assessment -Feedback which reflects the learning outcomes and helps learners to develop cognitive skills

13. Activity: Review the assignment feedback sheets and identify the positives and negatives shown in each.

14. Ideal feedback Should reflect the stated learning outcomes Show developmental comments Be provided in a given time frame normally within 4 weeks (except dissertations and/or portfolios) Relate to the work and not to the student Should comment on the strengths as well as the weaknesses.

15. References Coffield, F, (2004) Learning Styles London: LSDA Publications. Hale, JA, (2008) A Guide to Curriculum Planning. Thousand Oaks, CA.: Corwin Press. Ingleby, E & Hunt, J (2008) the CPD needs of mentors in post-compulsory Initial Teacher Training in England. Journal of In-Service Education, vol. 34, No. 1, pp. 61-74. Lieberman, J, (2009) Reinventing teacher professional norms and identities: the role of lesson study and learning communities. Professional Development in Education, 35, 83-99. Lucas, N. (2007) The in-service training of adult literacy, numeracy and English for Speakers of Other Languages teachers in England; the challenges of a ‘standards-led model. Journal of In-Service Education, 33, 125-142. Tummons J, (2008) Assessment, and the literacy practices of trainee PCET teachers. International Journal of Educational Research, 47, 184-191. Tummons, J, (2009) Higher education in further education in England: an actor-network ethnography. International Journal of Actor-network Theory and Technological Innovation 1, 55-69. Wenger, E, (1998) Communities of practice: learning, meeting and identity. Cambridge: Cambridge University Press.