Resources

• Queen's resources

  Below are a number of presentations that have been made at Queen's on assessment and feedback.

  • Chris Rust - Student assessment: lightening the load while increasing the learning.  In this presentation Chris Rust looks at three possible ways of reducing staff assessment load: involve the students, mechanise the activities the students do and make strategic decisions about what is marked.
  • Kate Exley - Managing and assessing student group work.  Kate Exley looks at the benefits and difficulties of group work, the key skills developed in groupwork, managing and organising groups, issues of assessment, problems and workable solutions.
  • Mantz Yorke - Why emphasise formative assessment? In this presentation Mantz Yorke makes the case for formative assessment by demonstrating its positive impact on summative assessment and student learning.
  • Paul Kleiman - Assessing creative practice.  Paul Kleiman looks at issues of what creativity is and how it can be assessed.
  • David Nichol - Feedback, efficiency and learning pay-off: new designs for formative assessment.  David Nichol brings together the issues of assessment ansd feedback.  He presents the findings of the Re-engineering Assessment Practices (REAP) project.
  • David McClean - Project as journey: Student as orienteer.  David McClean makes the case for on-going formative feedback during a student project and the need for dialogue between students, between tutors and between students and tutors.
  • Dai Hounsell - Enhancing Learning and Teaching: What Role Can Research Evidence Play?   Dai reviews the evidence and practice of teaching and learning and assessment practices and 'feedback and its dicontents'.
  • Brenda Smith (2011a) - Course review on assessment - Brenda uses the TESTA model (see below) to review assessment on a programme
  • Brenda Smith (2011b) - Key issues in assessment and feedback: the only feedback i received was two ticks and a question mark!
  • Sue Bloxham - Fit for purpose: diversifying assessment for 21st century education Sue discusses the characteristics of assessment which promote learning and helping students to understand assessment expectations.

  Proforma for Assessing improvement in appropriate employability skills.

• External resources
  • Watch Chris Rust talk about assessment and feedback at the University of Nottingham
  • Watch Brenda Smith talk about assessment and feedback at the University of Nottingham
  • Leeds Beckett University (2010)  First Level Assessment: aligning perceptions and practice with puprose. 
  • Boud, D (2010) Assessment 2020: Seven propositions for assessment reform in higher education  
  • Gibbs, G (2010) adapted by The University of East Anglia (2011) Using assessment to support student learning, Leeds Beckett University. 
  • Joughin, G (2010) A short guide to oral assessment, Leeds Beckett University and University of Wollongang
  • Leeds Beckett University (2010) A student guide to university assessment.  This can be downloaded as a PDF or viewed on screen with video and audio.
  • Nichol, D (2009) Transforming assessment and feedback: enhancing integration and empowerment in the first year, The Quality Assurance Agency for Higher Education, Mansfield
  • Nichol (2009) sets out 12 principles for good assessment and feedback.  These were distilled from recent research on assessment and student success and the QAA Code of Practice on assessment (2006).
  • Quality Assurance Agency for Higher Education (2011a) UK Quality Code for Higher Education Part B: Assuring and enhancing academic quality Chaper B6: assessment of students and accreditation of prior learning, QAA, Gloucester
  • Quality Assurance Agency for Higher Education (2011b) Understanding assessment: its role in safeguarding academic standards and quality in higher education A guide for early career staff, QAA, Gloucester
  • Transforming Student Experience Through Assessment (TESTA) provides a series of best  practice guides on assessment and feedback.  Brenda Smith (2011a) incorporates the TESTA 10 steps to auditing a programme's assessment in her presentation Course Review on Assessment
  • Learning Together; Peer Tutoring in Higher Education (Dr Nancy Falchifov)
  • Using Peer and Self Assessment for Assessing the Contribution of Individuals to a Group Project (Professor Mick Healey)
  • A Briefing on Self, Peer and Group Assessment (Professor Phil Race)
  • Using self and peer assessment to improve students’ essay writing: a case study (University of Northumbria)
  • Phil Race (nd) Feedback within 24 hours
• Further literature on assessment and feedback
  • Cartney, P (2010) Exploring the use of peer assessment as a vehicle for closing the gap between feedback given and feedback used, Assessment & Evaluation in Higher Education, 35:5, 551-564
  • Ferguson, P (2011) Student perceptions of quality feedback in teacher education, Assessment & Evaluation in Higher Education, 36:1, 51-62
  • Fisher, R, Cavanagh, J & Bowles, A (2011) Assisting transition to university: using assessment as a formative learning tool, Assessment & Evaluation in Higher Education, 36:2, 225-237
  • Handley, K & Williams, L (2011) From copying to learning: using exemplars to engage students with assessment criteria and feedback, Assessment & Evaluation in Higher Education, 36:1, 95-108 – an interesting paper that raises more issues than it solves...
  • Hendry, G D, Bromberger, N & Armstrong, S (2011) Constructive guidance and feedback for learning: the usefulness of exemplars, marking sheets and different types of feedback in a first year law subject, Assessment & Evaluation in Higher Education, 36:1, 1-11
  • Lunt, T & Curran, J (2010)  Are you listening please? The advantages of electronic audio feedback compared to written feedback, Assessment & Evaluation in Higher Education, 35:7, 759-769
  • Nichol, D (2010) From monologue to dialogue: improving written feedback processes in mass higher education, Assessment & Evaluation in Higher Education, 35:5, 501-517
  • Orsmond, P & Merry, S (2011) Feedback alignment: effective and ineffective links between tutors’ and students’ understanding of coursework feedback, Assessment & Evaluation in Higher Education,36:2, 125-136 – this concludes with some recommendations for tutor practice (the first is transferrable to any discipline)
  • Payne, E & Brown, G (2011) Communication and practice with examination criteria. Does this influence performance in examinations?, Assessment & Evaluation in Higher Education, 36:6, 619-626
  • Price, M, Carroll, J, O’Donovan, B & Rust, C (2011) If I was going there I wouldn’t start from here: a critical commentary on current assessment practice, Assessment & Evaluation in Higher Education,36:4, 479-492
  • Price, M, Handley, K, Millar, J & O’Donovan, B (2010) Feedback: all that effort, but what is the effect?, Assessment & Evaluation in Higher Education, 35:3, 277-289 (Listen to Margaret Price’s keynote talk at Leeds Met ALLT conference 2010)
  • Sadler, D R (2010) Beyond feedback: developing student capability in complex appraisal, Assessment & Evaluation in Higher Education, 35:5, 535-550 (Listen to Royce Sadler’s keynote talk at Leeds Metropolitain ALT conference 2010)