Do you see what I see?
Student and staff perceptions of feedback and
assessment
[email protected]
[email protected]
Carrie Winstanley and Sue Smedley
‘Feeding Frenzy: feeding back
and feeding forward with audio files’ …
...we ended our 2015 presentation
wondering about ‘wider implications
and reflections’ concerning:
co-teaching / co-assessing
artefacts and portfolios
student engagement
We hoped to improve and refine helpful aspects of the
feedback / feedforward approaches. In so doing, we uncovered
a gap between us and our students, concerning perceptions of
various aspects of assessment.
In this 2016 presentation, we aim to show how we are
striving to bridge the gap.
So far…
… we have explored
different perceptions
and understandings
of key concepts in
assessment
Now…
… we will share:
1. Support for unpicking assessment tasks
2. Feedback and feed-forward
3. Support for completing assessments (tutorials)
4. Varied [motivating] assessment tasks
5. Module tone and the student experience
Support for unpicking assessment tasks
For additional clarity,
we provided short
films explaining the
tasks and audio
descriptions of the
essay titles
I really was listening today,
but having the audiofiles to
go over everything is just
brilliant. I get it now. Thanks.
Seeing how other people
have laid it out has been
helpful. I don’t really think
of myself as ‘creative’.
I’m a bit more confident
now, though.
Video (portfolio styles)
https://www.youtube.com/watch?v=GghFK8aqjlM&feature=youtu.be
Audio (essay support)
https://moodle.roehampton.ac.uk/pluginfile.php/240646/mod_resource/content/1/Essay%203%20Childrens%20mags.m4a
Feedback and feed-forward
Oh yes, I listened to the audio
feedback and I will try my best to
incorporate the pointers given.
I just wanted to say thank you
for your feedback. It has
not only been helpful with
my media essay, but with
my other essays as well.
I have listened and checked
the feedback well. It was
so detailed and you
pointed out where I was
concerned and worried a
lot. Thank you for
supporting and giving
feedback on my work.
Responses to audio feedback
have tended to be personal
and frank; students respond
to the personal tone.
(Just wondering…
‘Would this be as effective
with anonymous marking?’)
Support for completing assessments
So, what’s the point of tutorials?
answers vs guidance
compulsory vs optional
prepared-for vs expedient
task-specific vs general
formal vs informal
early ideas vs later refinement
Year 1, Year 2, Year 3
Tutorials can be blighted by tutors’ expectations
versus those of students
Group tutorials
Academic Learning Advisor input
Students sharing resources
Video and audio files (partially) free
us from repetition
Strict adherence to draft work
guidance
Varied [motivating]
assessment tasks
Creativity and personality
Provokes questions
No ‘baggage’ from previous failures
Motivation through novelty
Cognitive dissonance inhibits complacency
design
and
make
an
artefact:
a mediapew
create postcards
about your
memories
of school
I really enjoyed
working on it.
I wish most of my
assignments were
based on this model
because I like the
creative aspect of it.
Module tone
and the
student
experience
Working
together:
impact
learning to be an
undergraduate
 dialogue and interaction
 spontaneity and support
 humane and with humour
 academic – not alienating
What’s the
point of
selfies?
learning names
breaking the ice
owning the space
creating energy
Portfolio hand-in party
laughter
group identity
sense of occasion
reflective discussion
-
creating an artefact
a memento
self-expression
focus for communication
pride and achievement