Assessment in HE
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Improving assessment tasks through addressing our unconscious limits to change

Improving assessment tasks through addressing our unconscious limits to change | Assessment in HE | Scoop.it
(2016). Improving assessment tasks through addressing our unconscious limits to change. Assessment & Evaluation in Higher Education. Ahead of Print. doi: 10.1080/02602938.2016.1257689
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First year feedback survey (Ireland)

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Useful survey carried out in four Irish HEIs looking at staff and student views on first year feedback
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The “Sandwich Approach” Undermines Your Feedback

If you have criticism to deliver, just cut to the chase.
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This article is aimed at giving feedback in a professional environment. Can you relate it to HE? 

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Meaning in constant flow – university teachers’ understanding of examination tasks

Meaning in constant flow – university teachers’ understanding of examination tasks | Assessment in HE | Scoop.it
The empirical material shows that teachers interpret a task somewhat differently when examining it more carefully, on their own and together with other teachers.
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"The empirical material shows that teachers interpret a task somewhat differently when examining it more carefully, on their own and together with other teachers." - not a surprise, but useful to see this discussed in some depth. 

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What Kind of Feedback Helps Students Who Are Doing Poorly?

What Kind of Feedback Helps Students Who Are Doing Poorly? | Assessment in HE | Scoop.it
Students perform poorly in our courses for a variety of reasons. Here are some ideas on the type of feedback that best helps them turn things around.
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‘My work is bleeding’: exploring students’ emotional responses to first-year assignment feedback

‘My work is bleeding’: exploring students’ emotional responses to first-year assignment feedback | Assessment in HE | Scoop.it
‘My work is bleeding’: exploring students’ emotional responses to first-year assignment feedback. . ???aop.label???. doi: 10.1080/13562517.2015.1052786
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Exploring Learning-Oriented Assessment in HE

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Paper by David Carless

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‘Formative good, summative bad?’ – A review of the dichotomy in assessment literature

‘Formative good, summative bad?’ – A review of the dichotomy in assessment literature | Assessment in HE | Scoop.it
‘Formative good, summative bad?’ – A review of the dichotomy in assessment literature. . ???aop.label???. doi: 10.1080/0309877X.2014.984600
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Developing Students’ Self-Assessment Skills

Developing Students’ Self-Assessment Skills | Assessment in HE | Scoop.it
I’ve been rereading some of the research on student self-assessment and thinking about how students develop these skills. They are important in college, all but essential in most professions, but they’re rarely taught explicitly. We assume (or hope) they’re the kind of skills student can pick up on their own, even though most of us see evidence to the contrary. Many students, especially beginning ones, routinely overestimate their ability and underestimate the difficulty of course content. H
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Some useful links to the literature here, and a good discussion of scaffolding self-assessment skills.

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Could We Be Doing Better with Our Assignments?

Could We Be Doing Better with Our Assignments? | Assessment in HE | Scoop.it
Assignments are a terribly important part of the teaching and learning equation. They aren’t just random activities that faculty ask students to complete for points and grades; they are the vehicles through which students learn course content. By studying for exams and engaging with content as they write their papers, students deepen their understanding of key concepts and build learning connections. In short, assignments represent learning experiences for students and, as Dee Fink reminds us,
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Leaving essays to the last minute ruins students' grades

Leaving essays to the last minute ruins students' grades | Assessment in HE | Scoop.it
Students that hand in assignments at the last minute face a five per cent drop in marks.
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Does this bear out your instincts? 

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Post-Election College Paper Grading Rubric

Post-Election College Paper Grading Rubric | Assessment in HE | Scoop.it
Dear Students,
Because I can no longer claim with any credibility that reading, writing, and critical thinking are essential skills fo
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Technology-enhanced feedback for first years 

A synthesis of the literature
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Useful for a quick overview of the use of technology in giving feedback, mainly linked to first year assessments. 
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Improving the effectiveness of feedback by use of assessed reflections and withholding of grades

Improving the effectiveness of feedback by use of assessed reflections and withholding of grades | Assessment in HE | Scoop.it
(2016). Improving the effectiveness of feedback by use of assessed reflections and withholding of grades. Assessment & Evaluation in Higher Education: Vol. 41, No. 4, pp. 532-547. doi: 10.1080/02602938.2015.1030588
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Involving students in assessment conversations | BERA

Involving students in assessment conversations | BERA | Assessment in HE | Scoop.it
British Education Research Association
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This study emphasises importance of shared understandings of assessment - highlighted previously in retrospective studies, but this one shows the working more. 

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Feedback on feedback practice: perceptions of students and academics

Feedback on feedback practice: perceptions of students and academics | Assessment in HE | Scoop.it
Feedback on feedback practice: perceptions of students and academics. . ???aop.label???. doi: 10.1080/02602938.2015.1103365
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Differing perceptions of feedback - understanding these differences may help us to act to reduce them. 

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An examination of factors and attitudes that influence reporting fraudulent claims in an academic environment

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Perceptions of academic honesty and ethics are variable! Maybe we knew that, but how can we ensure that we share similar values? 

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Feedback: ensuring that it leads to enhanced learning - Boud - 2015 - The Clinical Teacher - Wiley Online Library

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Seven Mistakes to Avoid When Writing Multiple-Choice Questions

Seven Mistakes to Avoid When Writing Multiple-Choice Questions | Assessment in HE | Scoop.it
The goal of any well-constructed test is to test students’ expertise on a topic and not their test-taking skills. We need to eliminate as many flaws in our questions as we can to “provide a level playing field for testwise and not-so-testwise students. The probability of answering a question correctly should relate to an examinee's expertise on the topic and should not relate to their expertise on test-taking strategies.” (NMBE, 2001, p 19)
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When to Use Whole Class Feedback

When to Use Whole Class Feedback | Assessment in HE | Scoop.it
Whole class feedback … you know, when the teacher returns a set of papers or exams and talks to the entire class about its performance, or the debriefing part of an activity where the teacher comments on how students completed the task. I don’t believe I have ever seen anything written about this feedback mechanism, even though I think most of us use it pretty regularly. Is it a good way to provide feedback? Do students pay any attention to feedback delivered in this way? When is whole class
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I know Phil Race has written about this in the UK. One of the questions in the UK context might be 'do students recognise this as part of their overall feedback?' - particularly in the context of the NSS questions about feedback. 

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