Assessment and Feedback Peer and Self Assessment

  • Published on
    10-Feb-2016

  • View
    27

  • Download
    1

DESCRIPTION

Assessment and Feedback Peer and Self Assessment. Fang Lou, Mark Russell and Helen Barefoot The Learning and Teaching Institute. What does good assessment look like?. GOOD assessment. Stimulates learning ALWAYS provides high quality feedback Efficient and timely - PowerPoint PPT Presentation

Transcript

Assessment for Learning

Assessment and FeedbackPeer and Self Assessment

Fang Lou, Mark Russell and Helen BarefootThe Learning and Teaching Institute

1What does good assessment look like?GOOD assessment

Stimulates learningALWAYS provides high quality feedbackEfficient and timelyRelated to learning objectivesDevelop self-assessment abilitiesProvides staff-student contactMonitors student progressAppropriate methods usedAccurate and reproducible

Assessment Experience Questionnaire Student learning is best supported when the following conditions are met:Assessed tasks capture sufficient student time and effortThese tasks distribute student effort evenly across topics & weeksThese tasks engage students in productive learning activityAssessment communicates clear and high expectations to studentsSufficient feedback is provided, often enough & in enough detailThe feedback is provided quickly enough to be useful to studentsFeedback focuses on learning rather than on marks or studentsFeedback is linked to the purpose of the assignment and to criteriaFeedback is understandable to students, given their sophisticationFeedback is received by students and attended toFeedback is acted upon by students to improve their work or their learning

(Gibbs & Simpson, 2004)assessment conditions which best support learning.

Course experience questionnaire Paul Ramsden 1991 - Australia

Discusses reduction in formative assessments Open University students may receive 50 times as much feedback on assignments over the course of an entire degree compared to students at conventional universities. OU Students can cope without much, or even, any facte-2-face teaching, but they cannot cope without regular feedback on assignments4Good Feedback PracticeGood assessment and feedback practice should:1 Help to clarify what good performance is (goals, criteria, standards)2 Encourage 'time and effort' on challenging learning tasks3 Deliver high-quality feedback information that helps learners to self-correct4 Provide opportunities to act on feedback (to close any gap between currentand desired performance)5 Ensure that summative assessment has a positive impact on learning6 Encourage interaction and dialogue around learning (peer and teacher-student)7 Facilitate the development of self-assessment and reflection in learning8 Give choice in the topic, method, criteria, weighting or timing of assessments9 Involve students in decision-making about assessment policy and practice10 Support the development of learning groups and learning communities11 Encourage positive motivational beliefs and self-esteem12 Provide information to teachers that can be used to help shape their teachingNicol (2009) Meta-analysis of 87 studies (Hattie 1987) what makes a difference to student achievement? most powerful single influence is feedback

Study of student and staff perceptions of feedback differ (Maclellen 2001) staff think they provide useful information which stimulates discussion students think that it is sometimes useful/helpful yet rarely (2%) think it stimulates discussion

What students do with feedback can be depressing feedback is often not read at all or understood.

In absence of mark students read feedback much more carefully.5NUS Principles of effective assessmentAssessment1. Should be for learning, not simply of learning2. Should be reliable, valid, fair and consistent3. Should incorporate effective and constructive feedback4. Should be innovative and have the capacity to inspire and motivate such aswith the use of technology5. Should measure understanding and application, rather than technique andmemory6. Should be conducted throughout the course, not simply positioned as a finalevent7. Should develop key skills such as peer and reflective assessment8. Should be central to staff development and teaching strategies, and frequentlyreviewed9. Should be of a manageable amount for both students and tutors10. Should encourage dialogue between students and their tutors, and studentsand their peers(NUS Principles of effective assessment)

Experiences of self/peer assessmentCoping strategies for large numbers of reports/essays marking (1)Work in groups; joint rather than individual report.Run parallel activities on some weeksAbolish half the practicals/seminars and provide time for self-directed learningMark only some of the exercises rather than all reportsGet your post-graduate students to do the marking for youSpecify very tight format; reporting data recorded, processing, final resultUse objective marking (e.g. MCQ) to test understanding of the practical/calculations. Pre-prepared comment sheets for feedback or assembled feedback via StudyNetUse peer-or self-marking of the write-upsSeparate the learning objectives of different teaching activities and teach each explicitly. Coping strategies for large numbers of reports/essays marking (2)Peer marking copes with problem and has bonuses

9Why do peer assessment?

all get all the information provides full explanationrequires better understandingdevelops critical evaluationsee others mistakes and standardsexposes bias/fairness/integrity issues saves staff time and effortIMPROVES STUDENT LEARNING

Example of improvement in student learning at LeedsSelf- & Peer - assessmentWhat is it?Why do we use it?Student centeredClear transparent criteriaEncourage deep learningQuicker feedback Learn from others

Example (peer assessment)Bioscience level 1, 200 studentsPractical on exercise physiology, proformaA workshop to brief studentsFull lab report, submitted on StudyNet & hard copy2 hour session for peer assessment; marking criteria; comments;WATS for reflection and feedback (5%)

Key points of the workshopUsing EVS to discuss with students about what, why and how to do peer assessmentDetailed guidance of how to write a lab reportGeneral marking criteria of a full lab report is givenTotal marks and sign Reports collected and marking sheet to lecturerintroduction and initiationkeep silence during marking!cheating?scheduling; all same prac; time between prac and marking session; standard answer /data

14Key points of the marking sessionPreparation and organisation 2 hours duration with prompt startClear and detailed marking scheme take them through timely; print-outPrompt attendance to queries consistent answersOMR (optical marker Reader) marking sheet for scanWATS (weekly assessment tutorial sheet) system for reflection and feedbackintroduction and initiationkeep silence during marking!cheating?scheduling; all same prac; time between prac and marking session; standard answer /data

15What do the students think?What do the students think?What do the students think?In what ways did you benefit from the peer assessment activity?I don't feel that I benefited from the peer assessment activity, however, the detailed marking scheme did help to show what the lecturers are looking for in future reports. Good indication of what our lecturers would be looking for as well perhaps of how our peers may view our written work. Additionally from this exercise, i can gauge how effective my written communication skills are in the scientific field norms.allowed me to understand the lecturers impartial role in the marking processi had the chance to look at someone elses style of writing and problem solving, which i may incorporate into my own work. showed the standard that others were working atmarking other people work can be useful to spot what you have done wrong in your own report so that was a good benefitI felt that the marking scheme and even reading other peoples work made me reflect upon what I was good at and what I could work on/add to in my report and future reports.nothing much reallyWhat other comments do you have regarding the peer assessment process?It was a very good eyeopenerthe marking criteria was a great help and provided a guideline for future lab reports.It is quite a bit risky marking someone else's work but it was quite beneficial in understanding the criteria used in marking our laboratory reports.Time could have been used as a lecture to improve our understanding of human physiologyit's a fantastic experienceI feel really unwell for my lab report marks. the marker didn't even count the total marks for me, and the comment he/she wrote was unreasonable. and he/she didn't even marks my PTS skills!!It wasn't as bad as I thought, but had trouble keeping up.i think the assesment wasnt very fair as some markers can be really generous and others will not be.What is prompt ?21Consider if one of your assignments could be peer or self assessed

ESCAPE ThemesGood Assessment for LearningEngages students with assessment criteriaFocuses on student developmentEnsures feedback leads to improvementStimulates dialogueConsiders staff and student effort

RememberAssessment creates learning opportunitiesAssessment can enhance teachingGood assessment is motivating, aligned and feedback richGuidance is out thereESCAPE project page: http://tiny.cc/jaqjr ESCAPE blog; Blogging from the mud movers: http://escape-uh-jisc.blogspot.com/

24

Recommended

View more >