Tag Archives: course-centred assessment

296 – Course-Centred Assessment – Andrew Middleton, Christine O’Leary, Graham Holden, Serena Bufton, Mike Bramhall, Alison Purvis

This session aims to inspire, inform and challenge participants towards finding holistic approaches to course-centred assessment. With reference to good practice assessment principles (e.g. Nicol & McFarlane-Dick, 2006), this panel session will provide examples of course-centred assessment strategies and models designed to engage and empower the learner through their course (Nicol, 2009). A course-centered approach to assessment lends itself to the development of student self-regulation, to authentic assessment practices and supports a more dialogic approach (Freeman & Dobbins, 2013). It can encourage a shift away from fragmented learning experiences, which can be an inadvertent result of module-centred assessment tasks (Gibbs, 2012; Price et al. 2011). The examples discussed will demonstrate how assessment and feedback can help students to make formative connections across and through their course. A series of short presentations will be given exploring what a course-centred approach means for assessment practice, how it can enable integrated and authentic approaches to assessment, and the benefits it presents to the student experience. Session activities for engagement: In the second half of the workshop participants will be involved in small group activities aimed at developing and sharing key ideas on the various integrated course assessment strategies.

Click to visit presentations:  296 LTA Conf -AssessmentPatterns-Course View Blanks

296 Integrated assessment

296 LTA Conf -AssessmentPatterns-Course View Example

246 – Making Connections: Using technology to improve student engagement with feedback – Stuart Hepplestone, Helen Parkin

Making Connections: Using technology to improve student engagement with feedback

This paper will present the findings of a research study at SHU to identify technological interventions that might help students make connections between the feedback that they receive and their future learning. Using a qualitative approach, the study worked with ten tutors and twenty students. This was made up of four Level 5 cohorts (one from each faculty) including one module tutor and between three and six students, and an additional six tutors who taught on unrelated modules. The findings of the project cover each aspect of the assessment process from both the staff and student perspective including submission, giving and receiving feedback, storage and future use of feedback. In summary:

the process of submitting assignments should be easy and convenient, from anywhere and at anytime

any tool should embrace the current variety of feedback practice, yet achieve consistency in publishing feedback alongside the rest of the students’ learning materials

students store all their feedback in one place; there is a preference for hard copy because of circumstance, i.e. it is easier to print an electronic copy than to covert hard copy to an electronic format

students were more likely to look at and use feedback at the point of their next assignment if it is online

In light of these findings, a range of technological developments that might help students establish or better make connections between the feedback that they receive and future learning, including:

An end-to-end online marking experience that facilitates ease and efficiency of marking online.

An online assessment and feedback that enables students to store all feedback from all modules in one place alongside an assessment calendar, advice on how to use feedback effectively, space for action planning and dialogue around their feedback.

Please click to view presentation:  246 LT conf 2013 – making connections