7

Assessment & Feedback for

Learning Module

Induction

Learning Outcomes Summary

evaluate and apply theories of assessment and feedback

formative and summative approaches to assessment

assessment policies and practice in HE: QA & QE

peer- and self-assessment approaches to feedback

tools and technologies available for assessment and feedback

Delivery Problem Based Learning (PBL)

scenarios

Tutor facilitates groups and guides reading

3 PBL introduction sessions: Weeks 3, 6, 9 (13th Oct, 3rd Nov, 24th Nov)

3 weeks between sessions to complete scenarios.

Assessment

2x Group PBL reports (40%)

Scenarios 1 & 2

Peer assessed

Individual PBL report & reflection (60%)

Scenario 3

Tutor assessed

PBL Approach Step 1: Explore the problem

Step 2: Discover knowns and unknowns, plan your approach

Step 3: Carry out your research and share with your group

Step 4: Apply – The research that you do is then applied to the problem and your own practice.

Step 5: Present

Structure of a Scenario

Introduction to Scenario in F2F session

Complete steps 1 & 2

Check with tutor

3 weeks (suggest at least a weekly meeting)

Complete steps 3 – 5

Review other groups report

Report

Can be in any electronic format

How easy is it for groups members to use / edit?

Can you share with peers for review?

Basic structure

outline the potential issues

summarise the literature

propose possible solutions

Report Technology

Text-based

Google Docs

Wiki (e.g. PBWiki)

Blackboard wiki

Other formats

video

Possible Topics Assessment methods

Effective feedback

Formative assessment

Inclusive assessment

Marking / grading

Quality assurance and quality enhancement in assessment and feedback

Self and peer assessment

Summative assessment

Use of technology for assessment / feedback

Work-based / practice-based assessments

Resources

Books

Journals

Blackboard VLE

Questions at this stage?

Approach

Clarify your understanding of this scenario with your group (and the tutor if necessary).

Explore the issues as a group.

Indentify what you know about this from your own experience and any reading that you have done.

Indentify something you don’t know and find one piece of relevant literature. Class number – 378.16 (and variations e.g. 378.1664) Other class marks in the 370-379 range may also be useful.

From what you know, discuss possible solutions.

Prepare a ‘presentation’ on your possible solutions.

Pair up with another group to ‘present’ your solutions.

Mini - PBL A first year ‘long-thin’ module was assessed by

four 15 min summative practical assessments throughout the year; two end of semester summative practical exams lasting 30 mins each and a summative assignment. As this course leads to a professional qualification every component has to be passed. In this format the following issues arose, many students were trailing failure from early in the first semester, the ability to catch up marred the students ability to keep up with the new information and skills, students became disillusioned with themselves and the module. High stress levels for students on an ongoing basis and for staff the ongoing summative assessments were extremely time-consuming.