PPT-Creative Difference: Feedback and Assessment in Fine Art

Dr Venda Louise Pollock amp Chris Jones Fine Art Sandy Alden amp Brenda Wilkinson Student Wellbeing with James Ricketts as student lead Creative Difference CONTEXT Assessment amp feedback identified as problematic within AampD subject areas Vaughan amp . Dr. Venda Louise Pollock & Chris Jones (Fine Art). Sandy Alden & Brenda Wilkinson (Student Wellbeing) with James Ricketts as student lead. Creative Difference. CONTEXT. :. Assessment & feedback identified as problematic within A&D subject areas (Vaughan & . the Future. Sue Gill, QuILT and Rachael Thornton, NUSU. Background . Sector wide concerns about assessment and feedback. NSS not the only driver. Staff concerns too. Our plan. Building on previous joint campaign. Assessment for Learning Workshop . Portage la Prairie School Division . Facilitators: Brigitte Heppner, Faye Maly, and Donna Mueller. “. ". The most powerful single modification that enhances achievement is feedback. The simplest prescription for improving education must be ‘dollops of feedback’.” . Theory and Practice. David . Nicol. Visiting Professor in Centre for Higher Education Practice. University of Ulster. Emeritus Professor: University of . Strathclyde. Website: reap.ac.uk. Festival of Innovative Practice 18 June 2013. Bill Hutchins. &. A J Kendrick. 1. Objectives. Understand the importance of self- assessment in maximizing your leadership potential.. View self-assessment as a valuable avenue for receiving feedback.. Teachers of Teachers of Mathematics Conference. September 7, 2012. Ashland, . Oregon. Nicole Miller Rigelman. Portland State University. rigelman@. pdx.edu. Assessment . can. contribute to the development of effective schools.. the Future. Sue Gill, QuILT and Rachael Thornton, NUSU. Background . Sector wide concerns about assessment and feedback. NSS not the only driver. Staff concerns too. Our plan. Building on previous joint campaign. screencasting. . Mandy Lee. , Sue Norman, Sarah Whitehouse, . Dr. Marcus Witt. . Education. , ACE. UWE Learning and Teaching Conference. 21. st. June 2016. Background and literature. Introduction. Classroom Assessment Techniques : CATs (formative/informal) Think-Pair-Share Forward-Looking Assessment “FIDeLity” Feedback Criteria and Standards Self-Assessment Educative Assessment Feedback and Assessment: Classroom Assessment is an ongoing proceClassroom Assessment is an attempt to build on exCLASSROOM ASSESSMENT TECHNIQUES CATS Climate Surveys 150 Discussion Board or individual stMinute Paper 150 Pr . Dr. . A.K.Pathak. ELMC ,Lucknow. Objectives. ♦♦ Define . feedback. ♦♦ Recognize importance of feedback . ♦♦ Identify barriers to feedback. ♦♦ Knowledge about characteristics & skills of effective feedback. Fine-Tuning & Readjustments. Adjustments for new/transfer students. Adjustments for students who withdraw/ transfer. Adjustments for student credits earned over the summer/grade changes, etc. . Adjustments in teaching personnel. Heather Rippetoe. Center for Innovation in Teaching and Learning. Assessment and Feedback. 6.. Assessment and Feedback. 44.. Course grading policies, including consequences of late submissions, are clearly stated in the course information area or syllabus.. Da. ta Analytics for Assessment of Practice-based Teaching. March 2019. James Wolff, MD MPH MAT. Wes Sonnenreich. Rachel Pieciak, MPH. . Practice-Based Teaching (PBT) = High Stakes. Clients have high expectations for student work.