Assessment and Feedback Formative assessment this week Summative

Assessment and Feedback Formative assessment this week Summative assessment next week

By the end of the session a successful participant will be able to: • Discuss the importance of formative assessment and feedback as a teaching and learning device. • Explore their own personal development and relate it to specific theories as a basis for how feedback can be used.

Decide learning outcomes Decide module content When designing a course Define assessment or module, we need to and grading criteria consider these points as a framework on which we base our Choose teaching design. and learning activities Choose assessment methods Consider how students receive their feedback (How/When/Amount/Who)

What’s the difference? Bullet point some headings for both Formative and Summative assessment.

Formative assessment Is to IMPROVE Summative assessment Is to PROVE

How do or did you develop your knowledge and skill? Self - Peer - Professional Identify one example from each of the above within your knowledge constructs: Be as detailed as you can remembering the words used/tone/circumstances/why it helped/what happened afterwards?

Why? • • • Encourages reflection Develops independence Focuses action plans and goals Helps with motivation and self esteem Promotes interaction Can you think of any other reasons?

Who? Student Promotes deep learning through reflective practice. Tutor Formative evaluation tool for assessing students, lessons and Courses.

When? Immediately? What are the consequences of untimely feedback?

Formative assessment helps to develop independent learning and reflection Reflective learning can be evident at: • Conscious incompetence • Conscious competence

Feedback for unconscious incompetence • • • Be sensitive and give encouragement Keep it simple More directive Small steps and goals Develop action plans together Students may be less receptive to feedback at this level (Blind spot). Making students aware of unconscious incompetence is a core challenge teaching.

Feedback for conscious incompetence • • Student receptive to feedback generally Need concrete suggestions Suggest priorities Consult with their own view of what’s needed next (Self assessment) The student is aware they need help at this level.

Feedback for conscious competence • • Positive reinforcement Identify why YOU thought it was good Ask why they thought it was good Guide how they can develop further (Ask first) It is difficult to give effective feedback at this level.

Feedback for unconscious competence Identify why the work was good • • • Be specific Creates conscious awareness Encourages reflective practice Boosts confidence Set a challenge by suggesting how they can develop further

By the end of the session a successful participant will be able to: • Discuss the importance of formative assessment and feedback as a teaching and learning device. • Explore their own personal development and relate it to specific theories as a basis for how feedback can be used.

For next week • Write about a classroom experience where you used specific feedback that helped or hindered a student. • Download and read the articles.