# data[].attributes.body
The aim of this blog is to discuss about the assessment and feedback strategies used in Higher Education. From the literature, it has been found that main purposes of assessment are certification, student learning, quality assurance and promoting lifelong learning. Assessment makes a difference on the amount of time spent and efforts made for their course.

# data[].attributes.body
Learners can have a better understanding of their module and their own learning using assessment. Assessments in higher education can be categorized in three ways. (Earl, 2003)

a.       Assessment of learning

Assessment involves making judgements about students’ summative achievement for purposes of selection and certiﬁcation, and it also acts as a focus quality assurance.

In this module, students will gain 20 credits when they complete both components’ successfully which is requirement to complete second year.

b.    Assessment for learning

Assessment provides information about student achievement which allows teaching and learning activities to be changed in response to the needs of the learner.

In this module, Formative assessments are used to check student’s learning process and level of understanding.  Regular feedback will be provided for the formative assessments to improve their performance. Assessment helps to recognise the beneﬁt of feedback on learning (Black and Wiliam 1998a).

c.       Assessment as learning

In higher education, students do much of their learning based on their assessments. In this module, students will tackle many sub-tasks like database design using Entity Relationship diagrams, practical implementation using SQL queries, PHP programming for web development to complete their coursework. Revision of theory lessons, working out SQL queries and PHP programming codes and memorising facts were done by students for their final exams. Student got involved in assessment by using feedback, participating in formative assessments, and self-monitoring of progress.

# data[].attributes.body
Feedback will be provided for formative assessments in the classroom for Q&A sessions, one-to-one meetings for practical exercise and mock examination. Feedback will be most effective when the feedback is

·       Specific – specific feedback like “what went well” and “which parts need to be improved”  for the exercises will be provided

·       Personal – feedback will be provided in person for the students, mock examination review will be provided using one-to-one meetings

·       Accentuating the positive – constructive feedback will be provided to encourage and motivate the students

·       Self-directed – students will be asked to explain their work along with the work’s positives and negatives. So students will be able to do self-evaluation and improve themselves.

·       Appropriate – often feedback will be provided in person including the positives and areas of improvement.

# data[].attributes.body
a.       Formative Assessment

To achieve summative assessments, formative assessments were used. Formative assessment techniques like Q & A sessions, practical exercise for simple database design and database developments using SQL, practical implementation of SQL queries, work exercise for web interface linking to the database using Forms and Reports using PHP programming.

Regular Q & A sessions will be conducted for first 10 minutes (checks of previous week subject knowledge) and last 10 minutes (checks the understanding of the present session) in every session. Subject specific questions will be asked in the class and chances will be given for nearly three students to answer the same question. Then the answers will be discussed for the benefit of all students. These Q&A sessions will improve the subject knowledge and motivates the non-engaging students using “Push and Pull” technique.

In the practical exercise formative assessment, a scenario (related to summative assessment component) will be given for all the students and the goals (what is required from the exercise as output) will be discussed. Students will be working out the given exercise and produce the required output. Module tutor will review the development and the corresponding output. Feedback will be given in person for all the students using coaching feedback model to improve their performance. Finally, general comments on the performance will be provided for all the students.

The work exercise formative assessment helped the students to finish the course work summative assessment and score good marks.

For the theory practice, mock examinations will be conducted during the end of the semester. Students will be given opportunities to practice examination environment and feedback will be provided in one-to-one meetings. This helps them to improve subject specific knowledge, writing skills, time management skills and removes exam fears.

b.    Summative Assessment

The coursework assessment is based on practical exercise and Q & A formative assessments. Students will be given chance to show their work and get advice about their output. Final feedback will be provided as positives, areas of improvement.

Written examination is based on Mock examination and Q & A formative assessments. Final feedback will be provided for each question.

# data[].attributes.body
Assessment and Feedback provided are analysed based on the following criteria.

a.       Validity

Summative assessments and feedback provided are valid since was based on module specification and satisfies the LOs which were verified by internal and external verifiers.

Validity of practical exercise can be improved by showing a worked sample during assessment guidance.

b.      Reliability

Marking was reliable since written examination is marked based on the moderated answer scheme and then the marking is moderated by two moderators.

c.       Effectiveness

Assessment promotes learning in students which develops subject knowledge.

Q & A Effectiveness can be improved by giving chances for all students using online Quizzes.

d.      Transparency

Assessment guidance is given in the classroom in common and also uploaded in Moodle so that the criteria are transparent to all. Marking schemes are created and moderated for the exams.

e.       Authentic

Assessment are said to be authentic when the tasks are student centred, related to real-time implementation and test the knowledge of the students. The coursework is authentic as it is based on a real-time scenario which includes development of database with web interface, testing their knowledge. It is student centred as they have complete freedom to make their own design. Written examination questions are also based solutions for real-time database issues.

f.        Fairness

Assessments are fair since the assessment guidance and marking scheme are transparent as well as moderated. All students have given equal opportunities as it is individual work with same assessment guidance, resources and duration.

# data[].attributes.body
The module considered for this blog is “CPU5002-Database theory and Practice” for HE level5 students in computing discipline. As per the module specification, there are two components for the summative assessment. First one is a Coursework for database design and the other is the final written examination. Weightage is 50% for each component.

# data[].attributes.body
1.    Earl, L. (2003). Using Assessment to Motivate Learning.  In Assessment as learning: Using classroom assessment to maximize student learning. (pp. 67-77). Thousand Oaks, CA: Corwin Press.

2.    Black P and Wiliam  D. 1998a, Assessment and Classroom Learning, Assessment in Education, vol. 5, no.1, pp. 7-74,

3.    Whitmore, J. (1992): “Coaching for Performance”, Nicholas Brealey Publishing Limited, London.

4.    Whitmore, Sir John (2009) [1992]. Coaching for performance: GROWing human potential and purpose: the principles and practice of coaching and leadership. People skills for professionals (4th ed.). Boston: Nicholas Brealey. ISBN 9781857885354. OCLC 314840903.

# data[].attributes.body
Coaching feedback model based on GROW model ( Whitmore J, 1992) is being used in Formative Feedback process. GROW model emphasise the focus of coaching the students and breaks down into

a.       Goal – Goals of the assessment will be discussed first to recognise the level of understanding of the students. Goals will be specific to the solution.

b.      Reality – Exploring the complete assessment and feedback about their achievements, strengths, their efforts, areas of improvement

c.       Options - Different perspectives of the assessment will be discussed. Positive in their way of approach and other better options will also be suggested with reasons.

d.      Will – Now the areas of improvement will be given along with the suggestions to improve. For example, to practice SQL queries.