Group Presentation on Feedback for Summative Assessment.

2. Product design dept The Hybrid approach to feedback on summative assessment John Cocksedge

3. “ Summative contrasts with formative assessment in that [the former] is concerned with summing up or summarizing the achievement status of a student, and is geared towards reporting at the end of a course of study especially for purposes of certification; it is essentially passive and does not normally have immediate impact on learning, although it often influences decisions which may have profound educational and personal consequences for the student” (Sadler 1989)

5. So how do we assess & feedback to product designers “ Whilst the value of process, personality traits and the social environment, is clearly important, creative output is the final benchmark on which judgments' are made and upon which consensus is achieved or disputed regarding the merit of the work”. (Karl K Jeffries, 2007)

8. The hybrid approach and Kolb’s experiential learning cycle Concrete experiences Forming abstract concepts Observation & reflection Testing in new situations

9. The hybrid approach and Kolb’s experiential learning cycle Concrete experiences Forming abstract concepts Observation & reflection Testing in new situations Formative feedback / feed forward Feedback & observation – the learner considers the formative feedback received and decides what next The learner tries out the new approach Tutor activity Student activity

10. “ Formative assessment must be pursued for its main purpose of feedback into the learning process; it can also produce information which can be used to meet summative purposes” (Black 1995, cited in Brown 2007)

12. The formative and summative assessment engine – the Module Map A consistent framework and point of reference for student feedback

14. Development in response to student feedback

15. What next ? ‘ As we use formative and summative assessment on our learners we must also use it on ourselves and our methods’

17. “ The indispensable conditions for improvement are that the student comes to hold a concept of quality roughly similar to that held by the teacher, is able to monitor continuously the quality of what is being produced during the act of production itself, and has a repertoire of alternative moves or strategies from which to draw at any given point. In other words students have to be able to judge the quality of what they are producing and be able to regulate what they are doing during the doing of it ” (Sadler 1989)

18. Tahira

20. Self awareness: Gain knowledge and understanding about your career-related interests, skills, aptitudes, preferences and goals. Transition learning: Implement your career decisions and put your plans into effect. Produce CVs, apply for jobs and gain work experience . Decision-making: Evaluate opportunities, make decisions, action plan and set goals. Opportunity awareness: Identify sources of information and opportunities in training, education and work. SODT Model: Career Planning

25. Working towards Constructive Alignment: Biggs (1999) Biggs, J (1999). The chapter above was taken from Houghton, Warren (2004) Engineering Subject Centre Guide: Learning and Teaching Theory for Engineering Academics. Loughborough: HEA Engineering Subject Centre. http://www.engsc.ac.uk/learning-and-teaching-theory-guide/constructive-alignment

27. Jaime

28. “ Feedback on paper is the most dangerous, most widely-used, yet least effective way of helping students to learn from their triumphs and disasters. Face-to-face feedback helps students to make sense of their thinking, aided by tone of voice, facial expression, body language, encouraging smiles, speed of speech, emphasis on particular words, and the ability to fine-tune the feedback on the basis of how it is being received. Paper-based feedback allows for none of these.” http://phil-race.co.uk/if-i-were-in-charge/

33. We know from week 6: “ The dialogic feedback system puts the students at the centre of learning, providing them with a series of opportunities to act on feedback.” (Duhs, 2010, 5) Underlying my account is the view that: “ The single, strongest influence on learning is surely the assessment procedures …even the form of an examination question or essay topics set can affect how students study … It is also important to remember that entrenched attitudes which support traditional methods of teaching and assessment are hard to change.” (Entwistle,1996, pp. 111–12)

34. Student Feedback What was most useful? “ Tutor support, comments and information on handouts was provided nice and early on.” “ The tutor and peer help.” “ The group discussions, well organised.” “ The guidance throughout assignments.” Are there any changes you would recommend making to the module? “ To be longer, the whole year perhaps?”

35. “ Emphasis is placed on active rather than passive uses of the tool to encourage an ethos of independent learning: students set up their own blog, invite others to join, and upload images and other digital resources to support one another in research activities.” (p3.) “… now marks recorded in Turnitin are only visible to the individual student and his or her tutor. Students are also more likely to return to the feedback they have been given: grades and feedback remain stored in the system and are not lost by the time of the next assignment. ” (p3.) JISC Case study 3: Supporting The Transition To Degree Level Study, Loughborough College. http://www.jisc.ac.uk/media/documents/programmes/elearning/digiassess_supportingtrans.pdf

36. “ While it is difficult to establish that oral feedback has a greater impact on students’ cognitive development than written feedback, students on the MSc Occupational Psychology course appear to be more attentive to spoken feedback; most respond positively to the intimacy of the spoken word and perceive tutors’ advice as being clearer and more detailed. Audio-recorded feedback is also helping to reduce the isolation of learning remotely; early evidence from course data suggests that there may have been a positive impact on retention rates, although this has yet to be empirically evaluated: ‘ Podcasts made me feel closer to my tutors and I think they help you to build a relationship with them.’ Student, MSc Occupational Psychology, University of Leicester” (p3.) JISC Case study 6: Enhancing The Experience of Feedback, University of Leicester http://www.jisc.ac.uk/media/documents/programmes/elearning/digiassess_enhancingfeedbk.pdf

38. Monica

39. Using Clickers for summative assessment and feedback What are Clickers? Clickers* are similar to the technology used on the TV program “Who Wants To Be a Millionaire” during ‘ask the audience’. A teacher asks questions in-class and students use a ‘clicker’ to respond. The students’ responses can be viewed immediately on projector screen and/or scores can be captured then reports generated for further analysis. * Clickers are also known as Personal Response Systems (PRS), Audience Response Systems (ARS), Electronic Response Systems (ERS), Student Response Systems (SRS), Interactive Response Systems (IRS), Electronic Voting Systems (EVS), Classroom Response Systems (CRS), Zappers, Voting Pads …. and more. Taken from Dunleavy, C (no date)

44. References & Bibliography Biggs, J (1999). ‘Teaching for Quality Learning at University’, in Houghton, W (ed) (2004) Engineering Subject Centre Guide: Learning and Teaching Theory for Engineering Academics. Loughborough: HEA Engineering Subject Centre. Brown, S. (1997) ‘Using formative assessment to promote student learning’, www.ldu.leeds.ac.uk/news/events/documents/BrownPowerPoint.pdf , accessed on 09/03/11 Cross N.G. (1990) ‘The nature and nurture of design ability’, Design Studies, Vol. 11, No 3, pp.127-140 Jeffries, K. (2007) ‘Diagnosing the creativity of designers: individual feedback within mass higher education’, Design Studies , vol. 28, issue 5, pp.485-497 Kolb, D.A. (1984) Experiential Learning: Experience as the Source of Learning and Development , Englewood Cliffs, NJ, Prentice-Hall Sadler, D. R. (1989) ‘Formative assessment and the design of instructional systems’, Instructional Science, vol. 18, 119-144

46. Biggs, J. and Tang, C. (2007) Teaching for Quality Learning at University. Society for Research into Higher Education & Open University Press. Duhs, R. (2010) „Please, no exam”‟ Assessment strategies for international students, in: SEDA Educational Developments, Issue 11.4, Dec, pp. 3-6 Hattie, J. and Timperley, H. (2007). The power of feedback. Review of Education Research , 77, 81-112. Knight, Peter T.(2002) 'Summative Assessment in Higher Education: Practices in disarray', Studies in Higher Education, 27: 3, 275 — 286 Entwistle, N. (1996) Recent research on student learning, in: J. TAIT & P. KNIGHT (Eds) The Management of Independent Learning , pp. 97–112 (London, Kogan Page) JISC Case study 3: Supporting The Transition To Degree Level Study, Loughborough College. http://www.jisc.ac.uk/media/documents/programmes/elearning/digiassess_supportingtrans.pdf JISC Case study 6: Enhancing The Experience of Feedback, University of Leicester. http://www.jisc.ac.uk/media/documents/programmes/elearning/digiassess_enhancingfeedbk.pdf JISC Case study 8: Reflecting on Feedback, University of Westminster. http://www.jisc.ac.uk/media/documents/programmes/elearning/digiassess_rereflectingfdback.pdf Subject benchmark Statements, Art and Design (2008). http://www.qaa.ac.uk/academicinfrastructure/benchmark/honours/artanddesign.asp

47. Biggs, J.B. (2003) Teaching for quality learning at university (2nd edition). Buckingham, Open University Press Caldwell, J. E. (2007) “Clickers in the large classroom: current research and best-practice tips” CBE-Life Sciences Education , Vol 6, Spring, pp 9 – 20 Deleo, P., Eichenholtz, S. and Sosin, A. A.(2009) “Bridging the information literacy gap with clickers”, The Journal of Academic Librarianship , 35 (5) pp438 - 444 Dunleavy, C (no date) Enhancing face-to-face teaching with Clickers . <www.ldu.salford.ac.uk/html/tel/tools/clickers.html> [accessed 20/03/2010] Julian, S. and Benson, K. (2008) “Clicking your way to library instruction assessment”, C&RL News , May, pp 258 – 260 McCune, V. (no date) “Effective use of clickers in the College of Science and Engineering”, one The College of Science and Engineering , Edinburgh University website. <www.scieng.ed.ac.uk/LTStrategy/clickers_effectiveUse.html> [accessed 21/03/2010]