Assessment & Feeback

Instructors often state that they provide lots of feedback but to little effect. This session will explore some of the reasons why this may happen and outline options for engaging students with assessment and feedback. In particular, providing choice, opportunities to apply feedback and cultivating trust are all known to encourage students to engage with the assessment processes.

Instructors often state that they provide lots of feedback but to little effect. This session will explore some of the reasons why this may happen and outline options for engaging students with assessment and feedback. In particular, providing choice, opportunities to apply feedback and cultivating trust are all known to encourage students to engage with the assessment processes.

Quality feedback (i) recognises what is good (ii) identifies limitations and (iii) suggests how the work could be improved. Shifting feedback responsibility from instructors to learners. Self-assessment & peer-assessment

Quality feedback (i) recognises what is good (ii) identifies limitations and (iii) suggests how the work could be improved. Shifting feedback responsibility from instructors to learners. Self-assessment & peer-assessment

While presenting learners with the assessment criteria and standards is good practice - they don’t necessarily result in learners developing a good understanding of the criteria and standard. This session explores the importance of dialogue around assessment and how a shared understanding of assessment requirements can be developed by applying rubrics to exemplars.

While presenting learners with the assessment criteria and standards is good practice - they don’t necessarily result in learners developing a good understanding of the criteria and standard. This session explores the importance of dialogue around assessment and how a shared understanding of assessment requirements can be developed by applying rubrics to exemplars.

If our learners are to become more independent and develop the capacity to assess their own learning they must know what the assessment criteria and standards are. This session presented different types of assessment rubrics. Examples of different rubrics or marking sheets were presented so that these can be critiqued, and good practice identified.

If our learners are to become more independent and develop the capacity to assess their own learning they must know what the assessment criteria and standards are. This session presented different types of assessment rubrics. Examples of different rubrics or marking sheets were presented so that these can be critiqued, and good practice identified.