The document summarizes the findings of an HEA project on the challenges of assessment and feedback. It discusses various methods of technology-enhanced assessment including e-portfolios, peer assessment, MCQs, and self-assessment. It provides advice on how to design effective feedback and the importance of supporting students to act on feedback. Key messages emphasize that pedagogy is more important than technology, automated marking can be reliable, and staff development is essential.

1. The challenges of Assessment and Feedback: findings from an HEA project Denise Whitelock [email_address]

5. www.storiesabout.com www.storiesabout.com/creativepdp [email_address]

6. Elliott’s characteristics of Assessment 2.0 activities Characteristics Descriptor Authentic Involving real-world knowledge and skills Personalised Tailored to the knowledge, skills and interests of each student Negotiated Agreed between the learner and the teacher Engaging Involving the personal interests of the students Recognise existing skills Willing to accredit the student’s existing work Deep Assessing deep knowledge – not memorization Problem oriented Original tasks requiring genuine problem solving skills Collaboratively produced Produced in partnership with fellow students Peer and self assessed Involving self reflection and peer review Tool supported Encouraging the use of ICT

7. Authentic assessments :e-portfolios Electronic NVQ portfolio cover contents page, OCR IT Practitioner, EAIHFE, Robert Wilsdon

8. Candidate Assessment Records section, OCR IT Practitioner, EAIHFE, Robert Wilsdon

9. Building e-portfolios on a chef’s course food preparation for e-portfolio, Modern Apprenticeship in Hospitality and Catering, West Suffolk College, Mike Mulvihill Evidence of food preparation skill for e-portfolio, Modern Apprenticeship in Hospitality and Catering, West Suffolk College, Mike Mulvihill

12. MCQs: Variation on a theme (1) The question is an example of a COLA assessment used at the Reid Kerr College, Paisley. It is a Multiple response Question used in one of their modules. The question was developed using Questionmark Perception at the University of Dundee. It is part a set of formative assessment for medical students.

13. MCQs: Variation on a theme (2) Example of LAPT Certainty-Based Marking, UK cabinet ministers demo exercise showing feedback, University College, Tony Gardner-Medwin Drug Chart Errors and Omissions, Medicines Administration Assessment, Chesterfield Royal Hospital

20. Collaborative formative assessment with Global Warming

21. Global Warming

22. Global Warming: Simlink Presentation

23. Next: ‘Yoked’ apps via BuddySpace Student A Student B (‘yoked’, but without full screen sharing required!)

38. Elliott’s characteristics of Assessment 2.0 activities A d v i c e f o r A c t i o n Characteristics Descriptor Authentic Involving real-world knowledge and skills Personalised Tailored to the knowledge, skills and interests of each student Negotiated Agreed between the learner and the teacher Engaging Involving the personal interests of the students Recognise existing skills Willing to accredit the student’s existing work Deep Assessing deep knowledge – not memorization Problem oriented Original tasks requiring genuine problem solving skills Collaboratively produced Produced in partnership with fellow students Peer and self assessed Involving self reflection and peer review Tool supported Encouraging the use of ICT