Assessment and Feedback

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Assessment

Today our session began with a discussion about what assessors do and what role they play. Assessors designed the assessment scheme, they set the assignments, introduce the task, supports students through the process, they mark the work, they provide feedback, take part in modernisation and attend the assessment panel. We also discussed at length the different assessment types. In my role I come across mostly Computer Aided Assessment which gets utilised mainly in two different ways: formative and summative.

 In this session it was good to see more types of assessment and how they can be used. In this session we covered, Diagnostic, Norm referencing, Criterion referencing, Rubrics, Reliability, Validity, and SOLO taxonomy. Plymouth University academic relations state that, the purposes of assessment are to objectively measure a student’s achievements against the learning outcomes of the module, to assist student learning by providing appropriate feedback on performance, and to provide a reliable consistent basis for the recommendation of an appropriate award.

Assessment types in my area can be formative, summative usually appearing in Computer Aided Assessment, provided by QuestionMark Perception. Other assessment types that I might see are self-assessment exercises either built in to Xerte Online Toolkits or small bespoke systems (LPC).

Feedback

Feed-in – is the process where you are setting up, briefing and prep work, setting the learning ethos. Make sure the rules are set and people who what they are doing and what they are assessed on.
Feed-forward
– formative ‘feedback’ cues discussion mid-way reviews, peer feedback. Contributing to their learning and understanding.
Feedback
– at the end of the task, written verbal, mp3, marks/grades. This is given at the end, and can happen in a variety of ways.
Remember these terms, if you do all three you are enhancing their learning experience. Students will know where they stand and what is expected.

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