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Group Presentation on Feedback for Summative Assessment.

Transcript of Feedback on summative assessment group pres

  • 1. Action learning set 3 Feedback on summative assessment
    • Presentation outline
    • John Cocksedge Using a Hybrid approach to feedback and summative assessment
    • Tahira Majothi The impracticalities of summative assessment in careers guidance and planning
    • Jaime Pardo Investigating feedback on summative assessment within MMP and exploring possible alternate approaches to provide better feedback to students
    • Monica Casey Using Clickers for feedback on summative assessment in library sessions
  • 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)
  • 4. The nature of product design students
    • Designers
    • Produce novel, unexpected solutions
    • Tolerate uncertainty, working with incomplete information
    • Apply imagination and constructive forethought to practical problems
    • Modelling media as means of problem solving
    • Resolve ill-defined problems
    • Adopt solution-focussing strategies
    • Employ abductive/productive/appositional thinking
    • Use non verbal graphical/spatial modelling media
    • The Nature and Nurture of Design Ability, (Cross 1990)
  • 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)
  • 6. We do feedback on summative assessment - BUT
    • Outgoing method is time consuming and produces assessment/feedback fatigue
    • Does not capture the individual learning journey
    • Does not capture/identify student diversity
    • Does not identify deep learning
    • Danger of influencing teaching methods/material
    • Could motivate students to only pass and not to learn
  • 7. We use a hybrid approach of formative (feed forward) and summative assessment to produce feedback
    • Why?
    • To facilitate learning
    • To monitor learning in progress
    • Provide feedback/feed forward to learners
    • Provide feedback to colleagues
    • Diagnose learners needs or obstacles to learning
  • 8. The hybrid approach and Kolbs experiential learning cycle Concrete experiences Forming abstract concepts Observation & reflection Testing in new situations
  • 9. The hybrid approach and Kolbs 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)
  • 11. How do we do this in product design
    • Align our ILOs with the Module plan and the assessable tasks (Constructive alignment, Biggs 1999)
    • Atelier model of learning (Design Council, Creative and Cultural Skills, 2006) Personalise the curriculum
    • Sequence the modules, tasks and ILOs along a consistent design process framework Research, Ideation & verification
    • Weight the assessment tasks in relation to the ILOs Focus
    • Sustained frequency of one to one feedback
    • Capture and record formative feedback Doctors notes, consistency
    • Criterion referencing Detailed module maps
    • Encourage Ipsative assessment Self awareness
    • Encourage Diagnostic self assessment - Motivation
  • 12. The formative and summative assessment engine the Module Map A consistent framework and point of reference for student feedback
  • 13. How does this help us with feedback
    • It allows us to assess work on the fly
    • It allows us to monitor the flow of the module and adjust accordingly
    • It allows students to have full sight of and plan for assessable tasks
    • It allows us to develop/plan for appropriate resources
    • It allows us to develop timely feedback
    • It allows us to give very specific feedback
    • It is non threatening to students
    • It encourages students to ask questions / seek guidance
    • It allows students to experience success
    • It allows us to improve
  • 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
  • 16. What next ?
    • Task mapping power bulge
    • Module maps
    • Exemplars
    • Feedback groups
    • Peer to peer
    • Self assessment (pre and post module)
    • Dynamic online self report diagnostics
    • Statement banks
    • Personalised development plans
    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
  • 19. Challenges of Summative Assessment in a Careers Context
    • Stand alone careers workshops
    • Singular interactions
    • Diversity and the diverse range of students
    • Limited input into formal assessments, Google images
  • 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
  • 21. Assessment activities within Careers
    • Salford Student Life Award
    • 1:1 QQ or long appointments
    • Workshops
    • Filmed mock interviews
    • Graduate Gateway
    • Career planning exercises
    • MBTI/Belbin
    • How does this meet UK Professional Standards
    • Framework (Areas of activity, Core Knowledge
    • and Professional values) ?
    Salford Careers and Employability Service
  • 22. Fluidity of assessments
    • Associative perspective (acquiring competence) voting pads
    • Constructivist ( learning as achieving understanding) construct own learning, self reflection SSLA, Graduate Gateway
    • Soci