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Designing feedback opportunities - Naomi Winstone
Designing feedback opportunities - Naomi Winstone
"This seminar focused on developing feedback literacy in both staff and students and redesigning assessment to build on this new-found understanding. It drew on student and staff expertise across two main strands. Strand 2 looked at disentangling assessment and feedback and explored the various forms of feedback used in assessment and in the absence of assessment. Assessment design was highlighted so that opportunities to provide feedback to inform future work are intentionally embedded at the development phase."
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Designing feedback opportunities - Naomi Winstone
Developing staff & student feedback literacy - David Carless
Developing staff & student feedback literacy - David Carless
"This seminar focused on developing feedback literacy in both staff and students and redesigning assessment to build on this new-found understanding. It drew on student and staff expertise across two main strands. Strand 1 took a ‘deep dive’ to explore what learner-focused feedback means and how staff and students can enable impacts from different feedback approaches. Particular emphasis was placed on feedback literacy: the capacities of teachers and students to make the most of feedback opportunities. What capabilities do teachers and students need in order to take up their complementary roles in feedback processes? Strand 2 looked at disentangling assessment and feedback and explored the various forms of feedback used in assessment and in the absence of assessment. Assessment design was highlighted so that opportunities to provide feedback to inform future work are intentionally embedded at the development phase."
·tlu.cit.ie·
Developing staff & student feedback literacy - David Carless
Redesigning Assessment and Developing Staff and Student Feedback Literacy
Redesigning Assessment and Developing Staff and Student Feedback Literacy
This seminar focused on developing feedback literacy in both staff and students and redesigning assessment to build on this new-found understanding. It drew on student and staff expertise across two main strands. Strand 1 took a ‘deep dive’ to explore what learner-focused feedback means and how staff and students can enable impacts from different feedback approaches. Particular emphasis was placed on feedback literacy: the capacities of teachers and students to make the most of feedback opportunities. What capabilities do teachers and students need in order to take up their complementary roles in feedback processes? Strand 2 looked at disentangling assessment and feedback and explored the various forms of feedback used in assessment and in the absence of assessment. Assessment design was highlighted so that opportunities to provide feedback to inform future work are intentionally embedded at the development phase.
·youtube.com·
Redesigning Assessment and Developing Staff and Student Feedback Literacy
Plagiarism and Collusion – Myth or Reality? Assessment for Future Needs - Guide to the Assessment Design Decisions Framework
Plagiarism and Collusion – Myth or Reality? Assessment for Future Needs - Guide to the Assessment Design Decisions Framework
"The assessment design decisions framework consists of six categories: • Purposes of assessment • Context of assessment • Learner outcomes • Tasks • Feedback processes • Interactions Each category in the framework is explored in this guide, with a series of assessment considerations. • Explanatory text • Key questions for educators to consider • Links to online and print resources • Links to other relevant parts of the guide • Short vignettes of educator experiences. Educator experiences have been drawn from both interview data and our own experiences. Direct quotes have been edited to enhance clarity of meaning and ease of reading"
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Plagiarism and Collusion – Myth or Reality? Assessment for Future Needs - Guide to the Assessment Design Decisions Framework
Plagiarism and Collusion – Myth or Reality? Assessment for Future Needs - Assessment Design Decisions Framework
Plagiarism and Collusion – Myth or Reality? Assessment for Future Needs - Assessment Design Decisions Framework
This Framework helps university teachers make good decisions about assessment design. The six categories draw from existing evidence on good assessment, and data from a study of Australian university assessment practices. The Framework identifies the key considerations in assessment design, including the effects of assessment on learning
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Plagiarism and Collusion – Myth or Reality? Assessment for Future Needs - Assessment Design Decisions Framework
Plagiarism and Collusion – Myth or Reality? Assessment for Future Needs - Designing Assessment with the Assessment Design Decisions Framework
Plagiarism and Collusion – Myth or Reality? Assessment for Future Needs - Designing Assessment with the Assessment Design Decisions Framework
"This seminar explored concerns around academic integrity in Higher Education and how assessment redesign can eliminate many of these concerns. The seminar was divided into two elements. The first session explored why, how and when students cheat in Higher Education. It opened up discussion and debate on academic integrity, plagiarism, collusion and contract cheating and the role we play in it as educators. The second part of the seminar focused on re-thinking how we assess and redesigning assessment approaches. The presenter discussed strategies that include encouraging students to see assessment, both, as an opportunity to learn and an opportunity to demonstrate their excellence and skills. Redesigning and rethinking the tasks we ask our students to complete in order to demonstrate attainment of the desired life-long skills in tandem with module and programme learning outcomes can effectively eliminate both the desire and the opportunity to ‘cheat’. Across the two sessions participants were asked to self-reflect, to consider their values and establish why they assess as they do. Traditions and assumptions were challenged & participants were supported in the redesigning of assessment approaches."
·tlu.cit.ie·
Plagiarism and Collusion – Myth or Reality? Assessment for Future Needs - Designing Assessment with the Assessment Design Decisions Framework
Plagiarism and Collusion – Myth or Reality? Assessment for Future Needs - Cheating, assessment design and assessment security
Plagiarism and Collusion – Myth or Reality? Assessment for Future Needs - Cheating, assessment design and assessment security
This seminar explored concerns around academic integrity in Higher Education and how assessment redesign can eliminate many of these concerns. The seminar was divided into two elements. The first session explored why, how and when students cheat in Higher Education. It opened up discussion and debate on academic integrity, plagiarism, collusion and contract cheating and the role we play in it as educators. The second part of the seminar focused on re-thinking how we assess and redesigning assessment approaches. The presenter discussed strategies that include encouraging students to see assessment, both, as an opportunity to learn and an opportunity to demonstrate their excellence and skills. Redesigning and rethinking the tasks we ask our students to complete in order to demonstrate attainment of the desired life-long skills in tandem with module and programme learning outcomes can effectively eliminate both the desire and the opportunity to ‘cheat’. Across the two sessions participants were asked to self-reflect, to consider their values and establish why they assess as they do. Traditions and assumptions were challenged & participants were supported in the redesigning of assessment approaches.
·tlu.cit.ie·
Plagiarism and Collusion – Myth or Reality? Assessment for Future Needs - Cheating, assessment design and assessment security
Plagiarism and Collusion – Myth or Reality Assessment for Future Needs
Plagiarism and Collusion – Myth or Reality Assessment for Future Needs
"This seminar explored concerns around academic integrity in Higher Education and how assessment redesign can eliminate many of these concerns. The seminar was divided into two elements. The first session explored why, how and when students cheat in Higher Education. It opened up discussion and debate on academic integrity, plagiarism, collusion and contract cheating and the role we play in it as educators. The second part of the seminar focused on re-thinking how we assess and redesigning assessment approaches. The presenter discussed strategies that include encouraging students to see assessment, both, as an opportunity to learn and an opportunity to demonstrate their excellence and skills. Redesigning and rethinking the tasks we ask our students to complete in order to demonstrate attainment of the desired life-long skills in tandem with module and programme learning outcomes can effectively eliminate both the desire and the opportunity to ‘cheat’. Across the two sessions participants were asked to self-reflect, to consider their values and establish why they assess as they do. Traditions and assumptions were challenged & participants were supported in the redesigning of assessment approaches."
·youtube.com·
Plagiarism and Collusion – Myth or Reality Assessment for Future Needs