Assessment and feedback Margaret Kiley The Australian National

Assessment and feedback

Margaret Kiley, The Australian National University Analysis of awarded theses demonstrates (e. g. Kiley, 2004, Lovitts, 2007) A ‘good’ thesis has: Critical analysis & argument Confidence & a rigorous, self- critical approach A contribution to knowledge Originality, creativity & a degree of risk taking Comprehensiveness & scholarly approach Sound presentation & structure Sound methodology A ‘less than ideal’ thesis has: • Too much detail with lack of analysis • Lack of confidence, energy & engagement by the candidate • Lack of argument and rigour • Shoddy presentation (typos etc) • Lack of critique of own analysis/ sweeping generalisations based on opinion rather than analysis • Inadequate or poorly expressed methodology & scope 2

Institut for Naturfagenes Didaktik Do we assess that which we wish to assess, or that which we can assess? What about: - Tacit knowledge, - Social connections, - The profession or future work-life application - Other?

Department of Science Education Sofie Kobayashi - Graduate School of Life Sciences Different areas of competence 4 October 2012 Dias 4

Formative and summative Classic type Function Perspective Summative Exams Past (effect and impact) Formative Supervision Support learning Class room Provide ongoing assessment feedback Document achievement Certify Enable ranking Provide final feedback Present (development and processes)

Department of Science Education The Backwash-effect 13 11 IV III approx. 0% approx. 30% approx. 25% approx. 45% 10 9 8 7 6 End test 5 03 I 00 00 Exam 03 II 5 6 7 8 9 10 11 13

25 June 2012 Department of Science Education Non-evaluative feedback Repeating what was said Sharing your interpretation Pointing out inconsistencies Other…

Department of Science Education Good feedback practice: 1. helps clarify what good performance is (goals, criteria, expected standards); 2. facilitates the development of self-assessment (reflection) in learning; 3. delivers high quality information to students about their learning; 4. encourages supervisor and peer dialogue around learning; 5. encourages positive motivational beliefs and selfefficacy; 6. provides opportunities to close the gap between current and desired performance; 7. provides information to supervisors that can be used to help shape the supervision. NICOL & MACFARLANE-DICK, 2006

Getting students to write • • submit a given number of pages at or before every meeting write a one-page synopsis of their thesis at regular intervals free write their way through problems, blocks, and for coming to grips with new ideas write a maximum of two/three pages describing the process of their research, identifying problems, thinking through possible solutions write a one-page review of everything they read write a two/three pages review of a number of articles dealing with a particular theme, comparing points of view, commenting on the relevance for their research write expanded structures (synopses) for the whole thesis or for each of the proposed chapters or articles Grant (1997, p. 31 f. )

Remember to distinguish clearly between: Exploratory writings: freewrites, think-texts or sketches Presentational texts: drafts of specific parts of a thesis, article drafts