TESTA Performance: follow up session
Download as PPTX, PDF1 like83 views
This document summarizes key points from a presentation on formative assessment. It discusses four main issues with academic writing and research tasks. It then provides examples of formative assessment activities like in-class writing, research interviews, and biography book clubs. Case studies are presented of different programs that have successfully incorporated more formative assessment. Principles for effective formative assessment include reducing summative assessment, taking a whole-program team approach, using public and collaborative tasks, and linking formative and summative assessment. Common student feedback problems are addressed, like the need for clearer standards and more dialogic feedback.
TESTA Performance: follow up session
- 1. TESTA Performance: follow up session Tansy Jessop 28 March 2018
- 2. IKEA 101: great for flat-pack furniture but..
- 3. Knowledge production (Bernstein, Maton and Shay)
- 4. Four main issues • Academic writing and research tasks • Formative • Feedback • Internalising standards
- 5. Research and writing • Do more in-class writing using different genres • Get to know your tutor: five minute research interviews about careers, influences, expertise • Observations and writing ethnographic field- notes • Get students finding and evaluating different sources • Biography book clubs • Challenge and expect more from students from first year
- 6. How to feel good about writing: write a poem Line 1: Your Name Line 2: Four character traits Line 3: Lover of… (list three things) Line 4: Who feels… (three items) Line 5: Who needs…. (three items) Line 6: Who fears…. (one item) Line 7: Who hopes for… (three items) Line 8: And who finds … (three items) (Adapted from Bean, 1996, 110)
- 7. Read an article, chapter or biography • Write the same poem from the perspective of an actor or director etc.
- 8. Formative • Why students won’t do it and how to do it better • Why won’t students do it?
- 9. Why would you come to university?
- 10. 1) Low-risk way of learning from feedback (Sadler, 1989) 2) Fine-tune understanding of goals (Boud 2000, Nicol 2006) 3) Feedback to lecturers to adapt teaching (Hattie, 2009) 4) Cycles of reflection and collaboration (Biggs 2003; Nicol & McFarlane Dick 2006) 5) Encourages and distributes student effort (Gibbs 2004). Five good reasons to do formative
- 11. How to encourage formative Go to www.menti.com and use the code 77 51 19 Choose your top three strategies for engaging students in formative assessment
- 12. Your thoughts on encouraging formative
- 13. Case Study 1: Business School • Reduced summative across business school • Required formative x 3 per unit • All working to similar script • Systematic shift, experimentation, less risky together
- 14. Case Study 2: Education and social sciences • In-class blogging on academic texts • Personal, reflective and conversational writing • Threads and live discussion • Linked to summative
- 16. So, how do we do formative? Think about the three case studies of successful formative Identify principles that make them work How could you adapt them?
- 17. Principles of good formative 1. Reduce summative to make space for formative 2. Whole programme, team approach 3. Public domain 4. Multi-stage, linked formative and summative 5. Risky, creative, challenging tasks 6. Collaborative 7. Give developmental feedback
- 19. It was like ‘Who’s Holly?’ It’s that relationship where you’re just a student. Because they have to mark so many that our essay becomes lost in the sea that they have to mark. Here they say ‘Oh yes, I don’t know who you are. Got too many to remember, don’t really care, I’ll mark you on your assignment’. RELATIONAL
- 21. Irretrievable breakdown… Your essay lacked structure and your referencing is problematic Your classes are boring and I don’t really like you
- 22. Ways to be dialogic • Conversation: who starts the dialogue? • Cycles of reflection across modules • Quick generic feedback • Feedback synthesis tasks • Peer feedback (especially on formative) • Technology: audio, screencast and blogging • From feedback as ‘telling’… • … to feedback as asking questions
- 23. Students feedback to us
- 24. Students to lecturers: Critical Incident Questionnaire Stephen Brookfield’s Critical Incident Questionnaire http://bit.ly/1loUzq0
- 25. Foggy standards
- 26. We’ve got two tutors- one marks completely differently to the other and it’s pot luck which one you get. They read the essay and then they get a general impression, then they pluck a mark from the air. It’s like Russian roulette – you may shoot yourself and then get an A1. They have different criteria, they build up their own criteria.
- 27. There are criteria, but I find them really strange. There’s “writing coherently, making sure the argument that you present is backed up with evidence”.
- 29. Taking action: internalising goals and standards • Regular calibration exercises • Team discussion and dialogue Lecturers • Rewrite/co-create criteria • Discussing exemplars Lecturers and students • Enter secret garden - peer review • Engage in drafting processes Students
- 30. References Barlow, A. and Jessop, T. 2016. “You can’t write a load of rubbish”: Why blogging works as formative assessment. Educational Developments. 17(3), 12-15. SEDA. Gibbs, G. & Simpson, C. 2004. Conditions under which assessment supports students' learning. Learning and Teaching in Higher Education. 1(1): 3-31. Harland, T., McLean, A., Wass, R., Miller, E. and Sim, K. N. 2014. An assessment arms race and its fallout: High-stakes grading and the case for slow scholarship. Assessment & Evaluation in Higher Education. Jessop, T. and Tomas, C. 2016 The implications of programme assessment on student learning. Assessment and Evaluation in Higher Education. Published online 2 August 2016. Jessop, T. and Maleckar, B. 2016. The Influence of disciplinary assessment patterns on student learning: a comparative study. Studies in Higher Education. Jessop, T. , El Hakim, Y. and Gibbs, G. 2014. The whole is greater than the sum of its parts: a large-scale study of students’ learning in response to different assessment patterns. Assessment and Evaluation in Higher Education. 39(1) 73-88. Sadler, D. R. 1989. Formative assessment and the design of instructional systems. Instructional Science, 18(2), pp. 119–144. doi: 10.1007/bf00117714. Wu, Q. and Jessop, T. 2018. Formative assessment: missing in action in both research- intensive and teaching focused universities. Assessment and Evaluation in Higher Education.
Editor's Notes
- #2: Tansy
- #3: Not so good for complex learning, integrating knowledge, lends itself to disposable curriculum fragmented learning. Amplified summative, less time for formative. Hard to make connections, difficult to see the joins between assessments, much more assessment, much more assessment to accredit each little box. Multiplier effect. Less challenge, less integration. Lots of little neo-liberal tasks. The Assessment Arms Race.
- #10: More complicated. In some senses less linear, less concerned with instrumental reasons for going to uni, Zeitgeist – millennials – internet, postmodernism
- #25: Is anyone listening?
- #30: Students can increase their understanding of the language of assessment through their active engagement in: ‘observation, imitation, dialogue and practice’ (Rust, Price, and O’Donovan 2003, 152), Dialogue, clever strategies, social practice, relationship building, relinquishing power.