4 th & 5 th june 2015 electronic assessment feedback claire farquharson, edge hill university...
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![Page 1: 4 th & 5 th June 2015 Electronic Assessment Feedback Claire Farquharson, Edge Hill University SOLSTICE Conference 2015](https://reader036.vdocuments.site/reader036/viewer/2022082611/56649e605503460f94b5a651/html5/thumbnails/1.jpg)
4th & 5th June 2015
Electronic Assessment FeedbackClaire Farquharson, Edge Hill University
SOLSTICE Conference 2015
![Page 2: 4 th & 5 th June 2015 Electronic Assessment Feedback Claire Farquharson, Edge Hill University SOLSTICE Conference 2015](https://reader036.vdocuments.site/reader036/viewer/2022082611/56649e605503460f94b5a651/html5/thumbnails/2.jpg)
Claire Farquharson
ABSTRACTWith the paradigm shift towards a student centred approach to education (Rust, 2002) the role of assessment feedback on student learning continues to be discussed within the higher education sector (Ding, 1998; QAA, 2000; Higgins, 2010). This presentation aims to discuss the use of online assessment feedback to streamline specific and generic feedback in a well-timed, accessible and clear manner. It highlights the importance of feedback to assist student engagement, self-reflection and development whilst identifying the role grade centre can play with grade access and marking rubrics to assist transparency from the original module handbooks to assist a variety of assessment methods. It identifies within the BSc (Hons) Sports Therapy programme the initial development of online marking rubrics and feedback, progressions and pitfalls and future considerations.
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Claire Farquharson
Aims To discuss the use of online assessment feedback to
streamline specific and generic feedback in a well-timed, accessible and clear manner.
To identifying the role grade centre can play with grade access and marking rubrics
To discuss development to assist a variety of assessment methods.
To highlight pitfalls and future considerations.
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Claire Farquharson
Assessment Feedback
“students perceive feedback into four main themes helpful to improve learning; too general or vague, lack guidance, focused
on the negative or were unrelated to assessment criteria” (Weaver, 2006)
QAA (2000) advises • timeliness of feedback• specifying the nature and extent for
feedback• relating to published assessment criteria• the language assessment and study should
normally be the same
EHU: The Undergraduate Framework - ‘Lenses’ • Teaching, Learning and Assessment• Technology Enhanced Learning
“students do read comments but do little with them” (Ding, 1998)
“ although students have extrinsic motivation to meet assessment demands via a surface
approach they want accurate feedback” (Ding, 1998)
“students make an emotional investment in an assignment and want some return on that
investment” (Higgins et al, 2010)“feedback doesn’t work students are more
interested in their grade or mark and pay little attention to feedback” (Wojitas, 1998; Fritz,
1990)
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Claire Farquharson
Electronic Assessment Feedback
4 week release date
Marking Rubrics
Grade Access
Action Points
Self Reflection
Feedforward
Specific Feedback
QAA• timeliness of
feedback• specifying the
nature and extent for feedback
• relating to published assessment criteria
• the language assessment and study should normally be the same
Group Feedback
Key Points
Revision
Generic Feedback
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Claire Farquharson
Pilot
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Claire Farquharson
Implementation Set Up
Inputting
Development
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Claire Farquharson
What we learnt!
Positive student feedback
Reduced time inputting and feedback
Reduced tutorials and questioning
Once structure is set up can be exported across for the following year
Assists student reflection
Feedforward
Need to ensure access to ipads/phone devices
If students submit via TURNITIN cannot view marking rubric on Grade Centre
University are moving away from TURNITIN due to compatibility unless to check for originality
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Claire Farquharson
SUMMARY
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Claire Farquharson
REFERENCES Ding, I (1998) Revisiting assessment and learning: implications of students’ perspectives
on assessment feedback. Paper presented to Scottish Educational Research Association Annual Conference, University of Dundee, September 25-26, citied in Higgins, R, Hartley, P & Skeleton, A (2010) The conscientious consumer: Reconsidering the role of assessment feedback in student learning. Studies in Higher Education 27 (1) 53-64
Dror, IE (2008) Technology enhanced learning; The good, the bad and the ugly. Pragmatics and Cognition 16 (2) 215-223
Higgins, R, Hartley, P & Skeleton, A (2010) The conscientious consumer: Reconsidering the role of assessment feedback in student learning. Studies in Higher Education 27 (1) 53-64
QAA () UK Quality Code of Practice for the Assurance of Academic Quality and Standards in Higher Education: assessment of students. http://qaa.ac.uk/COPaosfinal/genprin/htm~fsp
Weaver, M (2007) Do students value feedback? Student perceptions of tutors’ written responses. Assessment and Evaluation in Higher Education 31 (3) 379-394
Wojitas, O (1998) Feedback? No, just give us the answers. Times Higher Education Supplement (THES) http://www.thesis.co.uk:80/tp/1/PRN/SEARCH/indexa.html