Assessment and Feedback Project Progress meeting 10 th

Assessment and Feedback Project Progress meeting 10 th July 2018 Sean Bracken, Michael Bradshaw, Jenny Pinfield, Suzanne Lawson, Marie Stowell, Jennifer Zandbeek

5 Overarching Principles 1. 2. 3. 4. 5. Assessment is an integral part of the curriculum design process, underpinning holistic and authentic learning experiences at module and course level To better enhance student learning, assessment and feedback are ultimately dialogic in nature Requirements of assessment standards, processes and formal regulations are enhanced through developing staff and student ‘assessment literacy’ A range and choice of assessment opportunities at module and course level best facilitates students’ potential to evidence learning outcomes Formative assessment, feedback and related learning processes provide opportunities for students to prepare for summative assessment items. Thus, assessment and feedback entails: Assessment as learning, Assessment for learning & Assessment of learning.

Making feedback on assignments effective: Style Guide for Tutors OBJECTIVES EXAMPLES • An aid to reflection (not a prescriptive set of rules) • ‘Practices for return of grades and feedback may vary between marking teams for sound pedagogical reasons; but students have a right to expect consistency at modular level. ’ • Help markers develop their own ‘voice’ in relation to some good principles • Promote consistency and balance in marking teams • Promote assessment literacy in students • Signpost to other relevant policies and resources So time spent marking has an impact • ‘Feedback to students at the University of Worcester should always be supportive and focused on future improvement. ’ • ‘Aim for a reasonable balance between professional rigour and informality. ’ • ‘New markers also need to see assignments of varying standards so that feedback and marks can be calibrated. ’

Independent Studies and Projects • Policy re standard deadline and extensions to deadlines • Electronic submission (and hard copy if Department wishes) • Rename as Dissertation? • Good practice management: o Taught sessions o Explicit transparent + consistent arrangements for approval, supervision etc o Staged and structured process o Student and supervisor responsibilities o Contents of IS Guide

Standardisation and Moderation • University definitions of verification, standardisation and internal moderation • Introduction of internal moderation template • University policy to word count (fixed penalty) • Changes made to: Ø UW Assessment Policy Ø Course Handbooks

Further work • Regulatory o Retrieval of initial failure o Compensation • Progress Review Meetings (to replace Semester 1 exam boards) • Assessment strategies: formative, continuous, summative • Rethinking feedback • Assessment loading • Student guide and communications