Contextual Background
I have recognised that feedback given to students can be different in the format that it is given from different tutors. This can include tone, learning outcomes and accessibility.
With a wide range of tutors assessing there can be differences in the feedback that is given to students and parity across pathway departments.
Evaluation
‘We are quickly back to assessment. A common cry is that students will not spend time learning a topic if they think it is not going to be assessed. Therefore, the word goes out that a topic will be assessed, and so they had better study it’ J. Biggs (2003)
I recognise that there can be a disparity between permeant members of staff and hourly paid lecturers.
Hourly Paid Lecturers will teach for at least five days on a project and I think there is an assumption that because assessment is included in their contract that they are fully aware of how to undertake it but often there is questioning about the assessment days over teaching. I question whether this impacts the way they assess because of time available.
I have become aware that assessment can be different for each tutor but I think is important that we all understand assessment & feedback principles within our course.
Moving forwards
BATD Assessment workshop
As a course we have organised a Assessment and Feedback Workshop for the BATD Team discussing how we feel about assessment and highlighting particular strategies that we have developed and can use as good practice and knowledge exchange.
Its important to understand what we find most challenging and recognise what we enjoy about assessing as this will help use be more efficient.
Wider Workshop – HPL Staff
Going forward we have now arranged a bigger workshop with permanent and HPL Staff to talk through the Assessment workshop and share our experience and knowledge collectively.
Its important as a course leader that we are communicating with Associate Lecturers regarding any changes to assessment and feedback to ensure that there is parity across our course which is truly beneficial to the students.
Principles we have recognised to take forward
- Acknowledge student work and effort, in a specific way to identify that this is the correct feedback
- Use Clear and accessible language
- Ensuring the tone matches the marks, and avoid condescending comments
- Ensuring assessment criteria justifies the grades we are giving
- Suggesting specific ways to improve work with references to learning outcomes
- Encouraging reflection about the work when appropriate
- Balancing Positive and Negative comments
- Feedforward – suggesting follow up work and references
- Accessibility – making sure feedback is constructed and organised
- Assessment literacy – integrating discussions around assessment and feedback into the Unit
Diagnostic Feedback
Going forward I recognise that its important to create more of a dialogue with students through and suggest we think about the following;
- Asking students to indicate what they want feedback on
- Asking questions in our feedback to students
- Acknowledging a students perspective/ What they have tried to achieve
- Exploring possibilities of learning journals
- Exploring peer activities
References:
Biggs, J. B., & Tang, C. (2011). Teaching for quality learning at university (4th ed.). Open University Press.