1. Formative Assessment in Science Teaching Feedback can be a waste of time Stephen J Swithenby The Open University, Milton Keynes MK7 6AA s.j.swithenby@open.ac.uk

2. Formative Assessment in Science Teaching Feedback and learning ‘… if we wish to discover the truth about an educational system, we must first look to its assessment …’ (Rowntree 1987) student responds by engaging in learning expert community informs teacher’s judgement teacher grades & provides feedback assessment task Answer new task

3. Formative Assessment in Science Teaching Criteria for assessment that generates learning Engagement Feedback Nicol and Macfarlane-Dick (2004), Gibbs and Simpson (2004)

4. Formative Assessment in Science Teaching Assessment Experience Questionnaire Open University UK Questionnaire sectionAgree or Strongly agree Disagree or strongly disagree Quantity and timing feedback e.g. I get plenty of feedback on what I am doing. 74%12% Quality of feedback e.g. The feedback helps me understand things better. 74%13%

5. Formative Assessment in Science Teaching Is feedback used? Positive responses drop to ~60% when students are asked about active use of feedback. I look at the marks and then put the script in a drawer in case it is useful for revision.

6. Formative Assessment in Science Teaching Why is feedback not used? Too much Can’t be understood

7. Formative Assessment in Science Teaching Why is feedback not used? Focus on content and marks Backward looking

8. Formative Assessment in Science Teaching Why is feedback not used? Brown et al 2003 Wrong level. Doesn’t provide guidance as to how to close the performance gap. Proportion of comments vs type

9. Formative Assessment in Science Teaching Better feedback Module design level Require students to respond (project development) Separate out grading and teaching Peer assessment Assignment level Focus on key issues for further learning Think beyond content Emphasise skills that can be used in the immediate future. Less may be more!

10. Formative Assessment in Science Teaching References Brown, E., Gibbs, G. and Glover, C. (2003) BEE-j Volume 2 (November). Available on http://bio.ltsn.ac.uk/journal/vol2/beej-2-5.htmhttp://bio.ltsn.ac.uk/journal/vol2/beej-2-5.htm Gibbs, G., and Macdonald, R. (2004). European Association for Research into Learning and Instruction, 2003, Padova, Italy. Available online (http://www.open.ac.uk/science/fdtl/documents/earli-2003.pdfhttp://www.open.ac.uk/science/fdtl/documents/earli-2003.pdf Gibbs, G and Simpson, C (2004) Learning and Teaching in Higher Education (on-line).’ 1(1), 3-31. Available online at http://www.glos.ac.uk/adu/clt/lathe/issue1/index.cfm http://www.glos.ac.uk/adu/clt/lathe/issue1/index.cfm Nicol, D. and Macfarlane-Dick, D. (2004) In: C. Juwah, D. Macfarlane-Dick, R. Matthew, D. Nicol, D. Ross and B. Smith, Enhancing Student Learning through Effective Feedback, Higher Education Academy Generic Centre, Available online at http://www.heacademy.ac.uk/senlef.htmhttp://www.heacademy.ac.uk/senlef.htm Rowntree D. (1987) Kogan Page, London. Quality Assurance Agency QAA 097 01/06. Available online at http://www.qaa.ac.uk/reviews/institutionalAudit/outcomes/Assessmentofstuden ts.asp