# data[].attributes.body
How to streamline marking , particularly creative work.

# data[].attributes.body
In 1st and 2nd year we use peer evaluation forms - and discuss this as a "lens" through which the tutor will consider each students work. It gives an outlet to the students if they feel particularly let down in group work. But also they say who where the champions.

# data[].attributes.headline
Film Production  - we struggle with the time allowed for marking and feedback is an issue for us - for 3rd year everything is double marked not just moderated  because its not anonymous. Also that its not one lecturer 1st marking the full module. One of the good solutions was a detailed template for feedback  we all used ( not a rubric that students have never liked)  The template  included, what was was successful ( 3 bullet points ) and what could be improved on ( 3 bullet points) and a short comment part  that drew from the stated marking criteria  and could just be adjusted slightly depending on level of achievement  . This unified and streamlined the marking and the feedback .

# data[].attributes.subject
Film Production  - we struggle with the time allowed for marking and feedback is an issue for us - for 3rd year everything is double marked not just moderated  because its not anonymous. Also that its not one lecturer 1st marking the full module. One of the good solutions was a detailed template for feedback  we all used ( not a rubric that students have never liked)  The template  included, what was was successful ( 3 bullet points ) and what could be improved on ( 3 bullet points) and a short comment part  that drew from the stated marking criteria  and could just be adjusted slightly depending on level of achievement  . This unified and streamlined the marking and the feedback .

# data[].attributes.headline
Non-anonymous marking as an issue; all students see each other's work as an audience.  This process is very different to essay based assessment (we have fewer accusations of unfairness in written work that no other student sees)

# data[].attributes.subject
Non-anonymous marking as an issue; all students see each other's work as an audience.  This process is very different to essay based assessment (we have fewer accusations of unfairness in written work that no other student sees)

# data[].attributes.body
Updates, new ideas and best practice in assessment in Performance (from a specialist).
Space for the team to share practice and develop a common, or at least more consistent approach.
Ideas for devolving departmental approach to ALs and working for consistency across the department.

# data[].attributes.body
From current PGCert sessions: applying the concept of "Constructive Alignment". Basically, reminding students during lectures/teaching sessions how the learning relates to the assessment tasks

# data[].attributes.headline
IN CW make sure that the comments match the mark--ie don't say something is 'excellent' and give it 52

# data[].attributes.subject
IN CW make sure that the comments match the mark--ie don't say something is 'excellent' and give it 52

# data[].attributes.headline
In CW we use intext comments to highlight particular recurring issues

# data[].attributes.subject
In CW we use intext comments to highlight particular recurring issues

# data[].attributes.headline
Students fear CW marking is subjective and down to individual tutor's taste--that is why rubrics/ marking criteria is important. Also that the students understand the marking process. Cut & paste on feedback an offer to discuss further 

# data[].attributes.subject
Students fear CW marking is subjective and down to individual tutor's taste--that is why rubrics/ marking criteria is important. Also that the students understand the marking process. Cut & paste on feedback an offer to discuss further 

# data[].attributes.headline
perception that there is personal bias or that marking of creative work is  too subjective

# data[].attributes.subject
perception that there is personal bias or that marking of creative work is  too subjective

# data[].attributes.body
Group Assessment for the Music Performance module is ongoing throughout the term. Students perform a musical work each week in class and verbal feedback is provided by both other students and the module tutor. This encourages peer assessment and provides students with pointers as to what is expected for their end of module assessment. This also improves confidence among the group as they get feedback and suggestions which in some cases enables them to implement the feedback immediately.

# data[].attributes.body
Perhaps IT Services can allow us to configure software to meet our needs for effective learning and teaching.

# data[].attributes.headline
IN CW we make sure students know that we have rigorous and transparent marking processes--tell them about moderation and external. The staff all work together--if student complains, offer to met them immediately to go over why they received the mark they did. All CW staff work together and have consistency across all modules, even when ALs are marking--have a marking meeting with everyone where you calibrate marking

# data[].attributes.subject
IN CW we make sure students know that we have rigorous and transparent marking processes--tell them about moderation and external. The staff all work together--if student complains, offer to met them immediately to go over why they received the mark they did. All CW staff work together and have consistency across all modules, even when ALs are marking--have a marking meeting with everyone where you calibrate marking

# data[].attributes.body
Poor quality wireless internet (eduroam) is currently an impediment to effective learning and teaching in the Helmore music spaces.

# data[].attributes.body
Marking - Clarity to the marking criteria and numeric scale of marks.

# data[].attributes.headline
IN CW we do marking exercises with the students--they mark anonymous past papers--take ownership of marking criteria. We also ask them to self assess using marking criteria

# data[].attributes.subject
IN CW we do marking exercises with the students--they mark anonymous past papers--take ownership of marking criteria. We also ask them to self assess using marking criteria

# data[].attributes.headline
In CW we reinforce the message that students receive formative feedback throughout the module--the workshop model

# data[].attributes.subject
In CW we reinforce the message that students receive formative feedback throughout the module--the workshop model

# data[].attributes.headline
In CW we all use rubrics on Canvas--these are linked exactly to advertised marking criteria. Tutors all go over the marking criteria at many points. 

# data[].attributes.subject
In CW we all use rubrics on Canvas--these are linked exactly to advertised marking criteria. Tutors all go over the marking criteria at many points. 

# data[].attributes.body
Following student feedback, we have changed the assessment for the L4 & L5 Live Sound Engineering modules from an examination to a practical assessment.

L5 students are trained in techniques & technologies in Tri1. They then instruct L4 students in Tri2, and are assessed on their instruction.

# data[].attributes.body
Having student's mark their colleagues through a formative assessment within the first 3 weeks of the first trimester helps them to understand the assessment criteria. Setting aside 30 mins for each one of them to mark and discuss a single piece of work, then pointing out how many of them have to be assessed by their tutors often helps them understand why it takes so long to get written feedback.

# data[].attributes.body
In some of the modules for Music Performance, students are requested to bring in drafts of their assessment in Weeks, 4, 7 and 10. Weeks 11 and 12 is also designated for tutorials to ensure that students are prepared for final submission. In effect their work is assessed across the term in order to steer students in the right direction in terms of how to meet the criteria.

Assessment criteria is also discussed in one session towards the beginning of the module with examples. Model student examples of work from previous academic years are also shared with current students in order to showcase different levels of work and to provide some indications of what is expected for the module assessment.

# data[].attributes.body
Assessment feedback is more useful if it's supported with discussion and explanation but this is hard because assessments tend to be at the end of term - one possible solution might be to arrange feedback sessions with students (or whole classes) the following term to reflect on their previous assessments.

# data[].attributes.body
In terms of practical performance assessments, students really struggle to understand how a performance can have learning outcomes or assessment criteria attached to it and can't understand how one student's grade compares to another. This is especially hard as some of our assessments test technical skills (e.g. of voice or movement) and others ask them to use performance to explore critical ideas (e.g. practice as research) and it's a struggle to make this clear to them.

# data[].attributes.body
Feedback quality and consistency of feedback  - Standardising feedback and templates for subject-specific modules and module archetypes.

# data[].attributes.body
Suggestion to ensure consistency and communication of assessment and learning outcomes - in week 1 all groups in the module come together with the module leader and tutors introduce themselves and introduce the assessment / learning outcomes

# data[].attributes.body
Formative Oral Assessments for students at the end of Tri 1 (wk12) to prepare students for placements in Tri2.

# data[].attributes.body
Assesment literacy -Simplifying the literacy and limiting making it more relatable.  Assessment anxiety.

# data[].attributes.body
Here is the essay feedback sheet and rubrick

# data[].attributes.body
We have designated week 7 and 12 as either formative presentations or 1-to-1 oral feedback weeks. The sessions are extended allowing time enough for presentations etc.

# data[].attributes.headline
Assessment sheets and rubrics from University of Surrey 

# data[].attributes.subject
Assessment sheets and rubrics from University of Surrey 

# data[].attributes.body
Here are the forms and rubrics for creative practice and essay in 2016, when Surrey was "University of the Year" and had 98-100% satisfaction scores in the NSS.

In Surrey's School of Arts, we worked across programmes (Film, Performance, Music, Digital Arts, Games, etc.) to develop unified rubrics based on form of assessment, rather than discipline.

Please feel free borrow as much or as little as you find helpful -Kirk

# data[].attributes.body
This is some of the assessment information for students that's integrated into Canvas for the Chords, Contours and Grooves module from the Music Performance course

# data[].attributes.body
Something to try (for written assessments) would be giving students the assessment criteria and getting them to grade anonymised past essays - have tried this at a previous institution and found that students are very harsh graders but it helps them think more carefully about the process.

# data[].attributes.body
Sometimes acting students care very little about grades and even degree results.  They are focussed on becoming better actors and ultimately getting agents and acting jobs.  There is a real challenge in linking acting and professional priorities with standard HE assessment processes.  The common ground may be in terms of regular (perhaps termly) one to one tutorials in the primary disciplines of acting, movement and voice.

# data[].attributes.body
MMT are preparing marking and feedback criteria for music production and music performance work. We have working on this since the middle of last year (with help from Bek Genery, Sarah Etchells and others) and will complete it by this December. The purpose is to standardise our approach across all MMT, including associate lecturers.

# data[].attributes.body
Assessment Literacy: first years, especially, don't understand marks from 0-100, how they relate to 1sts, 2:1s, 2:2s, and 3rds, and why it's harder to get the same mark as they go up a year. We have attempted to solve this by getting them to self assess in a first year performance module and then doing 1:1 feedback on the marks they gave themselves and the marks we gave them.

# data[].attributes.body
Impediment to effective L&T: failure of tech; failure of estates

# data[].attributes.body
How to write an introduction - in-class dictation
How to structure a paragraph - ditto
Sample essay, written by me and explained to and shared with students
Canvas links to: the above; easy checklist; how to format biblio and filmography; link to RLFs
Q&A in class
Formative: Quizzes on Canvas
Formative: Discussion assignments on Canvas
Formative assignments on Canvas

# data[].attributes.body
not applicable in my own teaching

# data[].attributes.body
University Criteria linked on Canvas
Going through in class

# data[].attributes.body
Anxiety
Unsure what the grading criteria are
Unsure how the grading works (not fair with First, 2:1, 2:2, 3rd vocabulary)
Can't access Canvas assignment pages

# data[].attributes.body
Good practice
Fairness

# data[].attributes.body
Group work
Casting of performances
Personal nature of feedback for performance
fairness - comparisons of grades and feedback

# data[].attributes.body
Don't know how to use them or have time to figure out
some good practice on using them
worried that it might skew/increase grade to have it broken down

# data[].attributes.body
Each week we practice presenting - starts with elevator pitch, then increase in length and complexity each week.
wk 6 present to visiting professional - formative
Use criteria for peer review and formative.
Final assessment professional comes back - doesn't assess but asks questions and gives feedback.

# data[].attributes.body
Non-Anonymous Marking
Individual marks within groups - 'fairness' check with tutorials or with rehearsal observation in class
2 Markers present and recorded
Criteria and feedback divided into group comments and individual comments

# data[].attributes.body
Discuss in class - explained/amended vocab
Refer back at key points
Use for practice/formative
Timeline on canvas - each week how are we building towards assessment?
Returned via canvas attachment
No detailed descriptors - eg what does 'good' look like?

# data[].attributes.body
'What does the feedback mean?' 'My feedback doesn't match my grade"
Is it better to write lengthy detailed feedback, or is it better to write short clear statements in response to each criteria?
Does the latter help with understanding? Leave less room for multiple interpretation/misunderstanding?
Does the former show greater engagement, interest, care?
How do we balance this?