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Overall observation regarding Assessment and Feedback 

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Overall observation regarding Assessment and Feedback 

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Assessment and Feedback are two important, but a completely integrated and continuous process in education. Without assessment and feedback, both the students and the tutor remain in darkness about the progress in learning and effectiveness of teaching, respectively. According to Bellon et al. (1991), academic feedback is more strongly and consistently related to achievement than any other teaching behaviour...this relationship is consistent regardless of grade, socioeconomic status, race, or school setting. He has further stated that feedback can improve a student's confidence, self-awareness and enthusiasm for learning. According to Yorke (2002), Effective feedback during the first year in university can aid the transition to higher education and may support student retention. The researcher has further commented that by providing feedback, students engagement levels are improved and  it should enhance learning and improve assessment performance. Black and William (1988) provide clear research evidence that assessment for learning is the single most powerful tool for raising student achievement. The curriculum, being taught by me is a theoretical subject and is participated by the students, who are working professionals and are from diverse backgrounds. Many of them have last attended any academic institutions for the purpose of the study few years back. Getting feedback and assessment has therefore very high importance in their present academic experience. Broadfoot (2008) in his study, has highlighted this aspect of assessment centric motivation and student engagement, mainly for the matured learners with some practical professional experiences outside their academic engagements. According to him, assessment and feedback enables such students to get involved in assessment, using feedback, participating in peer assessment and self monitoring of progress as moments in learning themselves. Students come to have a better understanding of their subject matter and their own learning through their close involvement with assessment. Here, the students and tutors work as stakeholders in process and both need to work on mutuality basis. As a teacher with Level 7 students, the challenge of getting the matured learners engaged has therefore remained a key priority in the present case. Formative feedback is considered by majority of the present researchers as the driving principle to develop students’ ability to evaluate their progress. Boud (2000) and Nicol and Macfarlane-Dick (2006) have stressed on engaging and motivating students with feedback and formative assessments, both formally and informally. In the present case, same is informally attempted repeatedly and the assessment is also done on the basis of  continuous processes, rather than making it a memory testing activity through end semester examinations as mentioned under 'assessment for learning'. To initiate the 'the assessment as and for learning concept' in the class room, the best technique should be through student involvement (Falchikov, 2005). By student involvement, I planned to involve students in case solving, peer discussion and review, problem based evaluation etc. In the present scenario student involvement has been planned to be done through multiple approaches. Cross (1996) has highlighted such approaches based on individualist activities, group assessments, critical evaluations etc. In the present scenario, same is being practiced through case solving, peer discussion and review, problem based evaluation etc. Even assignment evaluations have been part of such formative process, where students are given formative feedbacks on their draft works etc. This feedback must be provided with documented evidence and highlighted early while safeguarding all involved. An example of my own feedback to a student who is struggling to cope and maintain standards is within the portfolio. Validity and reliability of assessments and feedbacks are extremely important aspects in the process; otherwise the entire process can go in vain. The works by Dochy, FJRC, and Mcdowell, L. (1997) have highlighted this aspect. According to them, them validity and reliability can be ensured by setting up certain criteria, which must be objective in nature, rather than subjective. In the present scenario the validity is scientifically ensured based on scientifically designed assignment criteria related to learning outcomes. An evidence has been presented in the portfolio. Regarding, reliability, the same assessment criteria based on course guidelines are ensured. Apart from that quiz, case study analysis etc. are scientifically used and tested.

References:

1.       Bellon, J.J., Bellon, E.C. & Blank, M.A. (1991) Teaching from a Research Knowledge Base: a Development and Renewal Process. Facsimile edition. Prentice Hall, New Jersey, USA

2.      Black, P. and D. William (1998), Inside the Black Box: Raising standards through classroom assessment, Phi Delta Kappan, 80(2), PP-1-12

3.      Boud, D. (2000), Sustainable Assessment: Rethinking Assessment for the learning Society, Studies in continuing Education, 22(2), Pp. 151-167

4.      Broadfoot, P. (2008), Assessment for learners: Assessment literacy and the develovement of learning power, in A.Havenes And L. Mcdowell (Eds) Balancing Dilemmas in Assessment and Learning in Contemporary Education, Routledge. Pp. 213-324

5.      Cross, P. (1996), Classroom-research: Implementing the Scholarship of Teaching, Journal of Pharmaceutical Education, Vol. 60, Winter, Pp. 402-407.

6.      Dochy, FJRC and Mcdowell, L. (19970, Assessment as a tool for learning, Studies in Education Evaluation, 23(4), Pp. 279-298

7.      Falchikov, N. (2005), Peer Feedback Marking: Developing Peer Assessment, International Journal of Innovation in Education and Training, 32(2), Pp. 175-187

8.      Nicol. D. and Macfariane-Dick, D. (2006), Formative Assessment and Self-regulated  Learning: A Model and Seven Principles of Good Feedback Practices. Studies in Higher Education, 31(2), Pp. 199-218

9.      Yorke, M. (2002) Academic Failure: a Retrospective View from Non-Completeing Students. In: Failing Students in Higher Education (eds Peelo, M & Wareham, T). SRHE and Open University Press, Maindenhead.

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There are different feedback models in higher education. However, three major models are found to be popular. These are 1) The sandwich feedback model, 2) 'situation-Behaviour -Impact Feedback Model' and 3) Pendleton's model of feedback.
The sandwich feedback model starts with positive feedback, followed by constructive feedback (feedback on areas of improvement) and it finishes with specific inputs so that the learner does not get discouraged with the process. 'situation-Behaviour -Impact' model allows the learner to reflect more on their actions whilst understanding precisely what the tutor is commenting on and why, as well as making them  think about what they need to change. Pendleton's model of feedback
helps make the learning experience constructive by
highlighting positive behaviours first, followed by reinforcement of  these behaviours and including a discussion of skills to achieve them and enable them to do the same differently. My feedback reflects 'Sandwich Model' majority of time and as per my experience, it is proved effective in majority of time.

[Reference:  Gerald A. Matua, Vidya Seshan, Adenike A. Akintola, Anitha N. Thanka (2014),  Strategies for providing effective feedback during preceptorship: Perspectives from an Omani hospital, Journal of nursing education and practice, 4(10)]

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As teachers it is vital to identify the reasons of assessing the student work, so that it can be ensured that the over or under assessment happens. Here, right kind of assessment for accomplishment of right purposes become most important aspect. For learners and their teachers, the most important reason is 'Assessment for Learning' as assessment that does not promote learning is wasted effort.  For example an end of module exam that tests knowledge and encourage students to memorize facts that they forget soon after.  Assessment as and for Learning as a concept as gained much ground in recent years, backed up in the literature (Black and Wiliam, 1998;Carless et al, 2006; Falchikov, 2005; Sambell et al, 2012).
In this module, following assessment techniques are followed.
1) Assignment briefs (please refer post 5 in the blog) (continuous constructive feedback are given to help the students to identify their deficiencies and to monitor their improvement on time bound basis on specific criteria)
2) Quiz in the class (Close ended questions) (to test the basic concepts)
3) Case studies based on subject/topic wise discussions)
4) Real issues discussion etc. (To understand the ability of the students to analyse the real incidents from the perspectives of the concepts, they have learned).

In that sense, assessment as and for learning is being used in the chosen module.
[Reference: Black, P and Wliam, D (1998) 'Assessment and Classroom Learning', Assessment in Education, 5(1); 7-74]

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ATHE Assignment brief , indicative contents and assessment criteria

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ATHE Assignment brief , indicative contents and assessment criteria

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Validity and reliability of Assessnt and feedback

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Validity and reliability of Assessnt and feedback

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Validity of the assessment means ensuring the objectives of  such assessment. Here in the ATHE Level 7  Business programme, validity of assessment remains always high as the assessments are based on specific learning outcomes and these categorically mapped assessment tasks are provided by ATHE UK. I am following the same technique for ensuring the validity of assessment. Moreover, each tasks are related to indicative contents provided by ATHE. Class lectures and activities are prepared according to such indicative contents also.In that sense, I am following 'Intrinsic validity'.

Reliability of Assessment and Feedback can be undersood based on consistency in marking etc. In the case of  my assessment on organisational behaviour,  the reliability is ensured as the marking criteria are  meticulously followed everytime. In my assessment, PASS, MERIT and DISTINCTION criteria are evaluated according to specific guidelines given in the assignments and issued by ATHE themseves. A student will get same grade everytime, if the work d oes comply to the specific guidelines or doesnot complies. Reliability of marking is also ensured as per the evidence. In all the cases, grading of the tutors are accepted by the internal verifiers and external verifiers. Cross- verification of student work and marking by the tutor ensures higher reliability of such marking.

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Evidence for validity and reliability

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This is an evidence of student-centred teaching and how students have improved

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This is an evidence of student-centred teaching and how students have improved

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I conducted sessions on critical thinking and case based problem solving. Some cases were discussed in the class before and quzes as well as question answer sessions have been conducted. Please find in the following link, how the students have enjoyed their learning after revision of my teaching strategy and how the students have improved based on formative assessments.
https://boltonuni-my.sharepoint.com/:f:/g/personal/fhj1ocd_bolton_ac_uk/ErhqO9aqd7dCkmsIfl7RY3AB14kCQD6b6gnpHgypfTjmxQ?e=34Wz0L

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How, I can further improve my assessment practice? 

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How, I can further improve my assessment practice? 

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Till now, I have not faced any such serious problem regarding assessment of my students. As mentioned earlier and shown in some evidences, I follow formative assessment as a practice and in the process, attempt is made to make the process more student involved. Apart from specific learning outcomes based assessment, which are being evaluated through specific rubrics as highlighted in ATHE assignment guidelines, formative assessment can also be improved in the attempts by students also and not the final outcomes.  Here, students' attempts to attain assessment criteria should also be made the criteria for assessment and feedback. Further more, involving the students in the their process of self assessment might be the most effective technique specially when dealing with the learners. In the attached evidence, the attempt has been initiated. Andrade and Valtcheva (2009), in their research works have identified following steps to improve the self -assessment by the students, where the tutors can play significant role. These steps comprise of helping them to identify their own skill gaps, where their knowledge is weak with brief, but constructive comments. Followed by this the tutor should monitor and mentor them to focus their attention in learning. Setting realistic goals are also required by the tutor. In the process the tutor should be careful to see whether the students are revising their work [ Reference: Andrade, H. & Valtcheva, A.  (2009). Promoting learning and achievement through self-assessment.  Theory Into Practice, 48, 12-19]