How you would reply to one of your

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• How you would reply to one of your
• students if they were to ask you
• Why am I being assessed?

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Purposes of assessment
McCulloch, M. (2007), An introduction to
Assessment, Learning and Teaching Centre,
University of Glasgow
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Purposes of assessment

• Certifying achievement (summative assessment)
• Aiding learning (formative assessment)

Boud, D. (Conference Presentation, May 2005)
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First year Psychology
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Assessment manifesto

• Good assessment is delivering on
• these promises

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• If challenged, how would you defend your
  marking decisions in a Court of Law?

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Checks and balances

• Anonymous marking
• Double marking
• Moderation internal and external
• Mark adjustments/scaling
• Model answers/solutions
• Assessment criteria

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Code of Practice on Assessment

• The Code of Practice has been formulated as an
  authoritative statement of the philosophy and
  principles underlying the Universitys assessment
  activities and of the Universitys expectations
  in relation to the design, implementation and
  review of assessment strategies for all taught
  programmes of study.
•  
• The Code is intended to inform both staff and
  students, as well as individuals from outside the
  University such as external examiners and
  external reviewers.
•  

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4.3 Moderation

• Moderation must be applied to a sufficient number
  of
• assessment components of a module to ensure that
  at least
• 60 of the overall module mark has been subject
  to
• moderation. Where moderation is carried out, 25
  of all
• scripts should normally be examined by the
  moderator. Where
• there are fewer than 40 scripts, a minimum of 10
  scripts
• should be examined. Scripts covering the range of
  
• achievement should be considered. The moderator
  should
• check both standards and consistency of marking,
  particularly
• at the borderlines.

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10.1 Feedback

• Where appropriate as part of the formative
  function of
• assessment, feedback should be given to students
  on the
• outcome of assessment tasks which they have
  undertaken.
• Such feedback should be timely, informative and
  helpful to
• their learning.

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Some students views
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Some students views
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National Student Survey 2005-7

• 3 statements used to determine student
  satisfaction with feedback
• Feedback on my work has been prompt
• I have received detailed comments on my work
• Feedback on my work has helped me clarify things
  I did not understand

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Commenting on student performance

• Does your feedback....
• Start off with a positive, encouraging comment
• Balance negative with positive comments
• Turn all criticism into specific suggestions
  (formative)
• Ask questions which encourage reflection about
  the work
• Explain all your comments
• Check for understanding
• Suggest follow-up work and references
• Offer follow up opportunities to discuss the work
  

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Feedback Sandwich

• First, give them the good news
• Describe what they have done well
• Next, give the bad news
• Describe what they done not so well
• Make suggestions for improvement
• Finally, end on a note of encouragement

Open University/Oxford Centre for Staff
Development First Words Series
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Pendleton (2004)

• The learner performs the task
• The learner then says what they thought was done
  well
• The tutor then says what they thought was done
  well
• The learner then says what was not done so well,
  and could be improved upon
• The tutor then says what was not done so well and
  suggests ways for improvements, with discussion
  in a helpful and constructive manner

Pendleton D, Schofield T, Tate P, Havelock P. The
New Consultation. Oxford University, 2004
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• Follow up resources

Stuart McGugan Educational Development
Division s.mcgugan_at_liverpool.ac.uk 0151-794-1162