Assessment and Feedback – Module 1

1. Assessment and Feedback – Module 1 Dr Helen Boulton, Nottingham Trent University

2. Overview The UK Professional Standards Framework states that you need to be able to ‘acknowledge the variety and quality of teaching, learning and assessment practices that support and underpin student learning’. This module has a clear focus on assessment and will focus on: • Definitions of assessment • Purposes of assessment • Working within your University’s Policy framework for assessment and feedback • Principles of assessment • Considerations with assessment • References and further reading

3. Learning Outcomes By the end of this session you should be able to: • define assessment within the context of higher education; • state the different purposes of assessment • discuss your University’s policy framework around higher education

4. Purposes of assessment - activity • What do you consider to be the main purposes of assessment? • Feedback and discussion • 10 mins

5. QAA’s view • To enable examiners to certify that the students have met a certain standard of performance. • To certify levels of achievement. • To inform the students by giving them accurate information on their strengths and weaknesses, with the aim of improving the quality of their knowledge, understanding and skills. • To motivate the students by providing them with an opportunity to review and consolidate what they have learnt.

6. University’s View • provides the means by which our students are graded, passed or failed (this process is referred to as 'summative'); • provides the basis for decisions on whether a student is ready to proceed, to qualify for an award or to demonstrate competence to practice (a 'summative' process); • enables staff to identify whether students have acquired a particular area of knowledge, understood a concept or developed a skill (this is referred to as 'diagnostic' assessment); • enables students to obtain feedback on their learning and development and helps them improve (this process is referred to as 'formative'); and • enables staff to evaluate the effectiveness of their teaching. Source: ASQC Handbook, Section 15

7. Principles of assessment (See separate sheet for greater detail: Guidance Notes for the development of e-Assessment) • appropriateness to learning and to level, • reliability, • validity, • openness, • fairness, and • maintenance of standards – role of EE. Formative Assessment Summative Assessment

8. Influences on assessment (Source: Assessing Learning in HE, Brown and Knight, available from the HEA website)

9. Level Descriptors • Levels 1, 2, 3, Post-graduate, Masters, PhD: • Knowledge, skills • Tasks, procedures • Autonomy, responsibilities Refer to Handout

10. Assessment Strategy • assessment is an integral part of programme planning and design; • There must be an assessment plan for all programmes which is shared with the students. • E-assessment and feedback study - Final report – if you have not yet read this report we advise you to do so after this session. • The Assessment Life-Cycle – appendix 1 of e-assessment and feedback study – see handout 1

11. Activity – thinking about inclusivity • Consider an assessment you have been involved with either writing or marking. • Is this a fully inclusive assessment? • What, if any, changes would you need to make to this assessment for it to be fully inclusive? • 5 mins

12. Peer Assessment • This is part of the working role – assessing others and providing feedback. • Develops critical appraisal skills when doing peer assessment which can in turn help them to assess their own work. • You need to explain the purpose of peer assessment before using it. • Research evidence supports the use of peer assessment in HE Widely used, such as peer assessment of presentations. • Peer assessment has been used in schools for several years, so it won’t be new to younger students. • Can save staff time. • Support for Peer Feedback at NTU • Talking Heads: http://stadium.open.ac.uk/perspectives/assessment

13. Activity • In groups discuss what makes good feedback. • 10 mins + feedback.

14. Feedback • Listen to http://stadium.open.ac.uk/perspectives/assessment/ How feedback works for some of the people some of the timeProf. Sally Brown, Leeds University

15. Feedback • Constructive feedback is a core part of the learning process. • Purposes: to support students in reflecting on their progress and to help them to enhance their future work. • Feedback should be timely to maximise its benefits to student. • all students at NTU receive feedback on their assessments on a regular basis and in a variety of appropriate formats. • Individual comments are important – needs to include what they did well. • Link to assessment criteria. • Forward looking – how to improve future marks. • Affects student’s feeling of self-worth. • Students will respond differently to feedback.

16. The context for feedback - NTU3 week turnaround requirement for each programmedetermine module feedback schedules and include these in the programme assessment plan, with datescommunicate the feedback plan and the rationale to studentsfeedback should be formative as well as summative.

17. 7 Principles of Good Feedback – (Nicol and MacFarlane-Dick, 2006) • Good feedback practice: • 1. helps clarify what good performance is (goals, criteria, expected standards); • 2. facilitates the development of self-assessment (reflection) in learning; • 3. delivers high quality information to students about their learning; • 4. encourages teacher and peer dialogue around learning; • 5. encourages positive motivational beliefs and self-esteem; • 6. provides opportunities to close the gap between current and desired performance; • 7. provides information to teachers that can be used to help shape teaching.

18. What the students want: • Link to National Student Survey results on assessment and feedback: • http://www.nusconnect.org.uk/asset/news/6010/FeedbackCharter-toview.pdf • The NTU Student Charter: • www.ntu.ac.uk/current_students/document_uploads/87328.pdf

19. Independent Study • HEA web site has a wealth of information for assessment and feedback – it is worth spending some time looking at the resources. • For example: http://www.heacademy.ac.uk/assets/York/documents/resources/resourcedatabase/id353_senlef_guide.pdf • Read the articles for this session and remember to listen to the talking heads.

20. Review of the Session • State the purposes of assessment and feedback • Explain the Policy framework for assessment and feedback at NTU • State the principles of assessment and feedback • Please complete evaluation form for this session.

21. Post-session activities • Read NTU Feedback Turn Around Time http://www.ntu.ac.uk/cadq/quality/res_learn_teach/en-us-114379gp.html • Read Assessment and feedback practices to reduce turn around time: http://www.ntu.ac.uk/cadq/quality/res_learn_teach/en-us-114391gp.html (includes peer feedback) • Read the e-Assessment and Feedback Report - NTU • Follow-up activity: locate the assessment and feedback plan for the modules you teach on – this should be in the NOW learning room for the programme. Ensure that you are following this assessment plan. Consider how you are sharing this with your students. Consider how you can further develop formative feedback into your modules. • Read Section 15 of ASQC handbook – pick out the aspects that relate to your role and familiarise yourself with the contents of the policy.

22. Follow up activity You have now completed this OER. The UK Professional Standards Framework for Associate Fellow states that you will be able to ‘engage, where appropriate, in professional development activity related to teaching, learning and assessment responsibilities’ . Similar statements occur for the Fellow descriptor within the framework. • You are advised to now consider and develop an individual action plan identifying professional development activities to further enhance your knowledge in this area within your own institution and more widely across the academy.

23. References and Further Reading