Giving Assessment Feedback Devising strategies for feedback can save you time by reducing: the number of complaints from students who believe they have been unfairly marked the amount of time lecturers spend reading assignments that do not answer the question the amount of confusion between markers as to what the submission is supposed to look like. The time involved to set up the strategies will be more than recouped in the course of the semester. Plan for assessment feedback Modes of feedback You can provide assessment feedback to students in different modes, at different times and places, and with different goals. Figure 1: Dimensions of feedback modes In any one course, the feedback plan would ideally incorporate a mixture of dimensions, appropriate to the assessment activity and the students' needs. You can think of the STUDENT-LED/TEACHER-LED dimension as a dialogue between student and teacher, using feedback (Nicol, 2010). Prepare students for feedback Align feedback with assessment criteria Use comments sheets
The Genius Hour Design Cycle: A Process For Planning - 3. Some students need a push in the right direction Some students will come up with projects that are too simple with answers that could be easily Googled. We introduced the students to ‘High Order Thinking Skills’ and built these into the planning forms students complete. Projects need to include elements of synthesis, evaluation and creativity with the minimum requirement adjusted for individuals. We provide students with a list of verbs appropriate for the top levels of Bloom’s taxonomy and help them use these in framing their topics. 4. A student might have a passion for surfing and decide they are going to write a book about the history of the sport. 5. It can be hard to say no to a project but some are just not feasible. 6. Some projects will clearly take longer than you have available, others are simply too large in scale or will rely on the involvement of too many people. 7. One of the challenges for some students has been the ever changing project. 8. 9. 10. 11. 12. 13.
Assessment - Feedback and Assessment - Toolkit for Learning and Teaching - LeTS Validity: Assessment and curriculum design | Defining formative and summative assessment | Principles of Assessment | Ensuring reliability of assessment | In Practice | Resources Students often take their cues about what they need to learn more from assessment than from teaching. Helping students understand the different forms of assessment is part of the process of guiding them through the transition to the postsecondary environment. With the range of assessment methods available in learning and teaching, it is important that students understand what is expected of them and how to achieve the results to which they aspire by providing a clear and transparent explanation of the method used. It may be useful to discuss different forms of assessment, including formative and summative, in group tutorials. It is also important to advise students what constitutes unfair means in assessment, for example, plagiarism or collusion, and help them develop good academic practice. 1. 2. 3. 4. 5. 6.
IDEA: Kath Murdoch strategies for integrated learning | SmartPrimaryEd What is integrated learning? ** If you are interested in activities and strategies to use during inquiries, please also see: Making thinking visible, Thinking routines 1, Thinking routines 2 and Thinking routines 3. You can see more from Kath Murdoch on the post: IDEA: Kath Murdoch and Inquiry Learning An integrated curriculum is a way to teach students that attempts to break down barriers between subjects and make learning more meaningful to students. An advantage being the value of helping students to make connections within and across learning areas. Kath Murdoch’s inquiry-based Framework for a sequence of activities and some strategies that you can plan to utilise when you teach your inquiry: * tuning in Tuning in: * finding out Finding out: * sorting out Sorting out: Through dance and drama Free movementFreeze frameMimeThe conscience gamePuppet playsRole-playTalk showsSimulations Through media and visual arts Through mathematics Through music Through english * going further Going further:
Feedback and feed forward What are the issues? There is a considerable body of research around the role of feedback in supporting learning and evidence of what constitutes good and effective practice. Nevertheless our 2012 study of the assessment and feedback landscape (pdf) found that approaches to feedback in universities and colleges remained extremely diverse. Issues include: Timeliness of feedback in relation to informing future assignmentsQuality of feedback in relation to supporting future developmentInconsistent approaches even within a single moduleFeedback not stored so that it is accessible to staff and students. This guide draws on our body of work around assessment and feedback. Towards longitudinal development Longitudinal development involves a shift from assessment of learning to assessment for learning. With a longitudinal approach, feedback is seen as more developmental and less corrective and short term. The concepts of feedback, feed forward and ipsative approaches are key: Find out more?
Inquiry Pedagogy - 21st Century HSIE What is Inquiry Pedagogy? Pedagogy is defined as “any conscious activity by one person designed to enhance learning in another” (Watkins & Mortimer, 1999, p. 3). Inquiry pedagogy therefore, is based around a set of teaching and learning strategies that involve student-centred research and investigation that encourages metacognitive thought processes, discussion and collaboration. Carroll defines Inquiry Pedagogy as an understanding about society and its interactions that "requires us to seek out knowledge as well as apply historical skills to determine why events occurred and what motivated the people to take the action they took" (2012). References:Carroll, K. (2012). What does Inquiry Learning look like? Inquiry learning is based on constructivist theory, where learning is seen as a social process involving a mutual exploration of ideas through experiences and language (Cross, 1996). Alternate inquiry models include TELSTAR, the Action Research Model and Integrating Socially.
360 Degree Feedback: The Good, the Bad, and the Ugly Want to make people happy? Anxious? Care to create an uproar in your organization? Want to stir up all of the dormant fear hidden just below the surface in your organization? Wrong. we're talking about organizations that do a poor job of introducing and implementing 360 degree or multi-rater feedback. Nothing raises hackles as fiercely as a change in performance feedback methods, especially when they affect compensation decisions. What Is 360 Degree Feedback? 360 degree feedback is a method and a tool that provides each employee the opportunity to receive performance feedback from his or her supervisor and four to eight peers, reporting staff members, coworkers, and customers. 360 degree feedback allows each individual to understand how his effectiveness as an employee, coworker or staff member is viewed by others. The feedback provides insight into the skills and behaviors desired in the organization to accomplish the mission, vision, and goals and live the values.
Key Features - Nau mai haere mai The KEY FEATURES of Tony Ryan's Thinkers Keys Tony Ryan’s Thinker Keys are used in educational settings world-wide to help children think critically and creatively, encouraging children to think outside the square. These keys are a fantastic, innovative and practical resource helping teachers encourage students to think in different ways, providing students with “…strong coping mechanisms for their uncertain future” (Ryan, 1990, p.3) particularly as we live in an ever-changing world with an ever-changing curriculum.Tony Ryan (1990) stated how “…the majority of the Keys place emphasis upon the development of innovative and creative thinking” (p.2), and he has done this for the following reasons … 1. Creative thinking can be exciting and enjoyable. This active participation can then create a positive attitude towards the learning process. 2.
Formative assessment and self-regulated learning | The Journal of Education By Nathan Woods Formative assessment is not something that happens to learners after they have completed a learning activity. Rather, it is an ongoing, collaborative activity that supports students’ attempts to regulate their learning. This review brings together findings from academic literature on formative assessment and self-regulated learning, focusing specifically on how formative assessment strategies can support self-regulated learning during the forethought phase of self-regulation. The following keywords and their variations were used to search the ERIC database: “formative assessment” AND “self-regulation”. What is formative assessment? Formative assessment is an ongoing, collaborative activity that involves the gathering and use of information to enhance learning and teaching (Rawlins & Leach, 2014; Smith, 2010; William, 2011). What is self-regulated learning? Formative assessment and self-regulated learning: The forethought phase of self-regulated learning: Conclusions:
Edward de Bono: Six Thinking Hats Provide Strong Stimulus for Ideation Edward de Bono Approach Increases Decision Quality As shared in another Best Practices article, SCAMPER is a mnemonic to prompt for excellent, impromptu questions. Nobody is smarter than everybody because groups create more options than individual ideas that are aggregated. Any group or individual is known to make a higher quality decision when provided with more options. This article cannot even attempt to do justice to de Bono’s nearly 200-page book. Edward de Bono Six Thinking Hats Comments White Hat: The white hat also covers listening, questioning, and defining the information you would like to have, but do not have yet.Red Hat: The red hat gives permission to forward hunches without needing to justify them.Yellow Hat: Why you think something will work; the savings, the benefits, and the advantages; usually forward-thinking.Green Hat: The green hat proposals, suggestions, ideas, alternatives, provocations, and what interesting in an idea. Edward de Bono Six Thinking Hats Options
Higher education standards: improving course evaluation | Higher Education Network How can we start to place students at the heart of the system? The HE white paper called on universities to be more accountable to students on matters of teaching quality, and many in academia have embraced this concept and are forging two-way communication with their students. However this best practice is by no means uniform across the sector, and others are still struggling with the nuances of closing the 'feedback loop' - ensuring lines of communication between student and university are robust and transparent. Only in an environment where all parties can provide and learn from the other will students feel empowered as stakeholders in their own education and universities can improve their practices. In order to place students at the heart of the higher education, universities must start to examine and improve the process of course evaluation. The need to improve response rates Coventry University has increased its response rates by using paper and moving to mid-module surveys.
The Purpose of Assessment Feedback and How Teachers Can Ace It Feedback is an essential element in assuring our students’ growth progress. The fact is the feedback we give can, in many ways, make or break the will to develop lifelong learning skills. Great assessment feedback can push our students to excel in ways they didn’t know they could. Proper feedback should enable and inspire. Assessment feedback that works is: Timely: We must give it often and in detail during learning for it to be effective.Appropriate and reflective: It should reflect their abilities, maturity, and age. This article on student feedback contains seven useful approaches and ideas that can help you give students your most useful and constructive assessment feedback. Assessment Feedback the Nyquist Way You can also benefit from a brief summary of Dr. Knowledge of Results (KoR): This is the weakest form of feedback in which students are simply made aware of their result.Knowledge of Correct Results (KCR): Now the learner can compare their answers and the correct ones.
Formative assessment in the classroom and school | Unesco IIEP Learning Portal Teachers and schools need to check for learning throughout the school year, not just wait for final examinations. Formative assessment can improve student outcomes if part of a fair, valid, and reliable process of gathering, interpreting, and using information generated from methods used throughout the student learning process. Formative assessment methods include a combination of the following: student observations, class assignments, projects and presentations, performances, peer reviews, conversations and interviews with students, learning logs, and quizzes and tests. The formative assessment process is effective when part of a school-wide assessment system that ensures teachers are using multiple assessment paths, assessment plans, and high quality assessment standards. Teachers’ assessment practices should also be supported by an evidenced-based school-wide assessment policy. Issues and Discussion Inclusiveness and Equity Policy Examples
Outcome-Based Assessment - Student Experience - Western University Skip to Content Faculty / Staff Search or Department / Unit Search WesternU.ca Student Experience Outcome-Based Assessment Western Student Experience is committed to constant quality improvement and accountability. Assessment Toolkit The following PDF guides provide helpful information and tools to help you navigate many stages of the outcomes-based assessment cycle above. Click here to download a guide for developing program and service learning outcomes. Click here to download a guide for developing survey tools. Click here to download a guide for developing rubric assessment tools. Click here to download a guide on planning and facilitating focus groups. Outcomes Based Planning Tools Click here to download a logic model based outcome-driven program and service planning template Student Experience Assessment Committee Click here to download the terms of reference for the Student Experience Assessment Committee. © 1878 - 2020 Western University Popular Resources: Convocation Equity & Human Rights