PPT-Students as Partners in Assessment and Feedback:

A Sectoral Approach to Change Dr Geraldine ONeill 14 th March 2017 AHEAD National Forum for the Enhancement of Teaching and Learning Learner variability Students As Partners . 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. John Davies (Science and Engineering). Donald Spaeth (Arts). Ruth . Cole (Senate Office). Problem. Examinations remain an important form of summative assessment. Students often receive no formative feedback from end-of-course examinations. 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’.” . CAMPO’s Findings from Testing Various Feedback Approaches. TRB Applications Conference. May 11, 2011. Session 18B. Feedback on Feedback: . CAMPO’s Findings from Testing Various Feedback Approaches. CPD – 11/3/15. Self and Peer Assessment. Outstanding Marking. Consistently high quality marking and constructive feedback from teachers ensure that pupils make significant and sustained gains in their learning. . (Formative assessment). HE in FE. Abstract. The aim of this project was to use Action Research and the Whitehead cycle to enable students to value feedback and use it to develop in their work.. The rationale came from students not progressing in assignments and not using feedback to move forward and develop. . 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. in assessment and . feedback. April 2017 . Sarah Williams, . Katharine Gilmore . ,. . Ali . Hassan . Hadadi. . TEF Year Two: Assessment Criteria. Student Outcomes and Learning Gain. Learning Environment. Dublin City University. January 2013. Sally Brown. http://sally-. brown.net. Emerita Professor, Leeds Metropolitan University,. Adjunct Professor, University of the Sunshine Coast, Central Queensland and James Cook University Queensland. literacy. HE STEM Workshop: Writing in STEM Disciplines 24th . January 2013. University of Bath. Dr Teresa McConlogue. UCL. Email: t.mcconlogue@ucl.ac.uk. © Dr Teresa McConlogue This presentation is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.. Dr Darren Comber, Centre for Academic Development. The issue:. A need for more formative feedback to students. This takes time – is there a quicker way to deliver useful, timely feedback?. The Kit:. Classroom Assessment Techniques : CATs (formative/informal) Think-Pair-Share Forward-Looking Assessment “FIDeLity” Feedback Criteria and Standards Self-Assessment Educative Assessment Feedback and Assessment: . Dr. . A.K.Pathak. ELMC ,Lucknow. Objectives. ♦♦ Define . feedback. ♦♦ Recognize importance of feedback . ♦♦ Identify barriers to feedback. ♦♦ Knowledge about characteristics & skills of effective feedback. insights about student learning from programme level evidence. Dr Tansy Jessop, TESTA Project Leader. Launch of the Teaching Centre. School of Politics and International Relations. University of Nottingham.