1. 1 Oxford Brookes University (OBU) – School of Health and Social Care (SHSC) Students Assessment and Feedback Strategies May 2010 Pecs University International Week Conference

2. Content s of Learning Student assessment in theory and practice Student feedback What are the strategies: Various methods 2

3. SHSC Assessment: Different Methods  Theoretical Assessment: Use of Questionnaires: Essay writing: Presentation: Course Work: Examination : 3

4. SHSC Assessment: Different Methods  Theoretical Assessment: Tutorial Group: Module evaluation : Module online evaluation: 4

5. SHSC Assessment: Different Methods  Practical Assessment: School OSCE: Authentic World: Simulated Practice Learning (SPL) CVS Practical : Student Portfolio: Placement Evaluation Study Skills: 5

6. SHSC Assessment: Different Methods  Clinical Practical Assessment: Placement Learning: Student Portfolio Competency Skills Working Hours 6

7. 7 SHSC Assessment: Different Methods  Assessment Meetings: Student Progress Meeting Academic Advisor: Students Representative Link Lecturer: Placement Meeting: Occupational Health:

8. SHSC Assessment: Different Methods  Further Assessment: Student Services: o Student Representatives o Dyslexia Management o Counselling o International Students o Student Health and Well-being o Student Union Advice Centre o Finance Advice: Hardship funding 8

9. SHSC Student Feedback: Formative, Summative  What is Formative Feedback? ‘Formative feedback provides information you can use to improve your future performance within a module’  What is Summative Feedback? ‘Summative feedback provides information about whether you have reached a particular threshold of achievement e.g. whether you have passed or been referred, and why i.e. what you have demonstrated for this judgement to have been made’. (Brookes Assessment Compact 2009) 9

10. SHSC Student Feedback: Different Methods Theory: Assignment–based: Formative feedback: Summative feedback Turnitin: Assignment support : Assignment Tutorial: 10

11. SHSC Student Feedback: Different Methods  Practice-based Work: OSCE: Clinical Skills Practice : - Verbal & written formative & summative feedback  Practice-based Assignment: Problem-based Learning Presentation - Verbal & written formative & summative feedback Example: Patient Journey Presentation - Verbal & written formative & summative feedback 11

12. 12 How SHSC Delivers Seminar Teaching, for example, Assignment Tutorial / Assignment Support This delivery is an outcome of a project called ASKe costing £4.5 million. Aim: to develop & improve student learning using feedback  Becoming Familiar with the marking Criteria: Go through marking criteria Students mark their own draft using marking criteria Collate and discuss issues that emerge.  Choosing and Using Evidence – e.g. science: Type 1 diabetes: where did you look for information and evidence? how did you present what you found out? how did you demonstrated your understanding? how have you shown analysis and critical thought/judgement have you referenced correctly? Note: ASKe: Centre for Excellence in Teaching & Learning based at OBU Business School: Set up in summer 2005 and end s in 2010 (5 years of Pedagogic Research).

13. Marking Criteria: Example Science Presentation and Style: 20% Conforming to Instructions / Clarity of Objectives: 20% Content & Learning: 30% Thinking / Analysis/ Conclusion: 30% 13

14. Presentation & Style: Marks Available 20 Marks Awarded: 9.5 CriterionAB+BCDResitFail Mark Allocation14-2012-1410-128-10870-6 Presentation of Assignment 9Borde rline pass Clarity of expression 10Borde rline pass Communication & presentation 9Borde rline pass Presentation (visual) 10Borde rline pass 14

15. Conforming to Instructions/ Clarity of Objectives : Marks Available 20 Marks Awarded: 12 CriterionAB+BCDResitFail Mark Allocation14-2012-1410-128-10870-6 Attention to purpose 11Borde rline pass Referencing13Borde rline pass Clarity of objectives and focus of work 11Borde rline pass Note: Similarly to the rest. 15

16. Conclusion Question Time Thank you for listening. 16