Formative assessment and feedback as drivers for
transformational change
David Nicol
Deputy-Director
Centre for Academic Practice and Learning Enhancement (CAPLE)
Director, REAP project
Catherine Owen
REAP Project Manager
University of Strathclyde
University of Strathclyde, July 29th 2008
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
Why take assessment and feedback seriously?
A key driver of student learning
Major cost in higher education
Integral to the learning process
Research suggests most effective learning
intervention (e.g. Black and Wiliam, 1998)
But feedback under-conceptualised (Yorke,
2003)
Need a principled approach (Nicol, 2008)
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
• Nationally only
55% of students
think feedback is
prompt and had
helped to clarify
things they did
not understand
[Scotland: 48%]
• Nationally only
63% of students
agree that have
received detailed
comments on
their work
[Scotland: 49%]
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
Plan
Re-engineering Assessment Practices (REAP)
project
Concepts and ideas
Case study of practice from REAP
Guidelines for implementation
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
Background
Research: HE Academy 2004: Literature review: 7
principles of good assessment and feedback practice in
relation to development of learner self-regulation
(Nicol and Macfarlane-Dick, 2004: 2006)
Local Implementations: Scottish Funding Council 20057: The Reengineering Assessment Practices (REAP)
project (£1m) www.reap.ac.uk
Policy and strategy: University of Strathclyde
Assessment Policy and Practice Guidelines
Synthesis: QAA Scotland 2007-8: First Year Experience:
Assessment and Feedback publication (66 pages)
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
Re-engineering Assessment Practices project
Scottish Funding Council (£1m)
Strathclyde, Glasgow and Glasgow Caledonian
Large 1st year classes (160-900 students)
A range of disciplines (19 modules ~6000 students)
Many technologies: online tests, simulations, discussion
boards, e-portfolios, e-voting, peer/feedback software,
VLE, online-offline
Learning quality and teaching efficiencies
Assessment for learner self-regulation
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
First Year: The academic experience
What is important in the first year?
Coping with transition
Understanding what is required
Engagement with academic programmes
Receiving support and feedback
Experiences of success
Feeling in control of own learning
Belief that you can succeed
A sense of belonging within the academic and
social culture
Based on research by Yorke (UK) and Tinto (US)
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
Background (1)
Gibbs, G. & Simpson, C (2004) Conditions under which
assessment supports students learning, Learning and
Teaching in Higher Education, 1, 3-31.
See:
Formative Assessment in Science Teaching (FAST)
project at: http://www.open.ac.uk/science/fdtl/
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
Gibbs and Simpson (2004)
Assessment tasks [Conditions 1-4]
1. Capture enough study time (in and out of class)
2. Are spread out evenly across timeline of study
3. Lead to productive activity (deep vs surface)
4. Communicate clear and high expectations
i.e concern here is with ‘steers’ about how much work to
do
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
Background (2)
Literature Review
Nicol, D. & Macfarlane-Dick, D. (2006). Formative assessment and
self-regulated learning: A model and seven principles of good
feedback practice. Studies in Higher Education, 34 (1), 199-218
Nicol, D & Milligan, C. (2006), Rethinking technology-supported
assessment practices in relation to the seven principles of good
feedback practice. In C. Bryan & K. Clegg, Innovative assessment
in higher education, Routledge.
Background
Student Enhanced Learning through Effective Feedback [SENLEF]
project funded by HE Academy
REAP project: www.reap.ac.uk
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
Rethinking assessment and feedback
1. Consider self and peers as much as the teacher as sources
of assessment and feedback
 Tap into different qualities than teacher can provide
 Saves time
 Provides considerable learning benefits (lifelong learning)
2. Focus on every step of the cycle:
 Understanding the task criteria (Sadler, 1983)
 Applying what was learned in action
3. Not just written feedback:
 Also oral, computer, vicarious, formal and informal
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
Scaffolding self regulation: 7 principles of
good feedback (assessment design)
1. Clarify what good performance is (goals, criteria,
2.
3.
4.
5.
6.
7.
standards).
Facilitate the development of reflection and selfassessment in learning
Deliver high quality feedback to students: that enables
them to self-correct
Encourage peer and student-teacher and peer dialogue
around learning
Encourage positive motivational beliefs & self esteem
through assessment
Provide opportunities to act on feedback
Provide information to teachers that can be used to help
shape their teaching (making learning visible)
Source: Nicol and Macfarlane-Dick (2006)
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
Two super principles
SUPER-PRINCIPLE 1: time and effort on task
(structured engagement) i.e. steers on how much
work to do and when – Gibbs and Simpson 4
conditions
SUPER-PRINCIPLE 2: developing learner self-regulation
(empowerment/self-regulation) i.e steers to
encourage ownership of learning – the seven
principles discussed above.
Case examples from REAP – applying these
conditions/ principles
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
REAP: Example 1:
Psychology
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
Psychology
560 first year students
Mixture of psychology majors (130) and those
taking psychology only for one year (430)
6 topic areas, 48 lectures, 4 tutorials, 12
practicals
Assessment; 2 x MCQs (25%), tutorial
attendance (4%), taking part in experiment
(5%), essay exam (66%)
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
Problems identified
No practice in writing skills but required in
the exam
More detail provided in lectures than
mentioned in exams (not enough
independent reading)
No feedback except on MCQs (percent
correct)
Didn’t want to increase staff workload
Wanted to improve overall exam marks
And standard of entrant to second year
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
Discussion point
What would you do to improve the student
experience in first year psychology?
You can use any technology (or combination of
technologies) but you must consider costs and
staff time constraints.
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
Psychology Redesign
Discussion board in WebCT
Students in 85 discussion groups of 7-8, same
groups throughout year
Also open discussion board for class
Friday lectures dropped
Students discover for themselves through
collaboration what would have been
presented in the Friday lecture
Series of online tasks
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
Structure of group tasks
6 cycles of 3 weeks (one cycle x major course topic)
• First week: ‘light’ written task (e.g. define terms) = 7
short answers (all answer)
• Second week = guided reading
• Week three: ‘heavy’ written task: students answer
guided questions and then collaborate in writing a 700800 word essay.
Within each week:
• The Monday lecture – introducing material
• Immediately after lecture, task posted online – for
delivery the following Monday
• Model answers (selected from students) posted for
previous week’s task
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
The teaching role
Participation in the discussions was compulsory but
not marked (this year there is 2% mark for
participation)
The course leader provided general feedback to the
whole class – often motivational
He encouraged students to give each other feedback
And he selected the model answers
The group discussions were not moderated
Around 8 teaching assistants monitored the
discussions and reported non-participation to the
teacher
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
Relation to the Gibbs & Simpson’s
four assessment conditions
C1. Tasks require significant study out of class
C2. Tasks are distributed across topics and
weeks
C3. They move students progressively to deeper
levels of understanding
C4. There are clear goals and a progressive
increase in challenge
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
Relation to 7 feedback principles
P1. Standard format and model answers (goals)
P2. Self-assess against model answer (self-assess)
P3. Teacher provides class feedback and model
answers (teacher feedback)
P4. Online peer discussion and feedback (dialogue)
P5. Learning focus, challenge and sense of control
(motivation)
P6. Repeated cycles of topics/tasks (act on
feedback)
P7. All interactions captured (VLE) allowing
progress monitoring (adapt teaching)
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
Online Project 1 – Classical Conditioning Phenomena.
Each Group Member should read the Passer chapter from the beginning to at least as
far the section which begins ‘Applications of Classical Conditioning’. Satisfy yourself
that you can answer EACH of the questions below. Then agree as a group who will
answer what.
Project 1 is to answer these questions as fully as you can:
1) What type of response is susceptible to Classical Conditioning?
2) Why does Extinction occur?
3) What is Spontaneous Recovery?
4) What does the phenomenon of Spontaneous Recovery tell us about
the nature of Extinction in Classical Conditioning?
5) What is Generalisation?
6) What is Discrimination?
7) What is Higher Order Conditioning?
Guidelines
Comment constructively on each other’s work. If you think
that someone has missed a detail or is confused then HELP
- point out how an answer might be better. This isn’t
showing off – it’s being supportive – don’t leave someone
stuck with half an answer or one that’s wrong or confused
just because you don’t want to seem to ‘know better’ –
it might be you that needs the help next time. Build
answers in your online group discussion space, i.e. ‘show
your working’ online where possible so that you can keep
track of your progress as a group (and also so that
Teaching Assistants can check on who is doing what and
who isn’t).
Source: Jim Baxter, Psychology, Strathclyde University
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
Project 9: An example of ‘heavy’ task
The Task – 800 word essay:
Assess the strengths and weaknesses of Freud’s and
Eysenck’s theories of personality. Are the theories
incompatible?
readings suggested
questions provided – all should try
and advice on how to divide task given
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
Topic: Online Project 9 - Online Group Projects 45
Date: 11 February 2007
Subject: hey??
Author: John
Hey, is it OK with everyone if I post up the part of
my essay, describing Freud’s theories, some of his
strengths and weaknesses’
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
Topic: Online Project 9 - Online Group Projects 45
Date: 11 February 2007
Subject: Re:hey??
Author: Donna
yeah cool, il describe Eysneck (is that even how its spelt’’) is any1 else gettin
confused’ freuds sayin that adult personality is influenced by parenting, either
excessive or lax at each of the stages that can result in regression or fixation.
whereas Eysneck is saying that differences in personality are a result of differences
in the level of arousal’’so there not compatible coz Freuds- emphassing the
importance of childhood experiences and Ey is saying that it is biological’’but then
genetic differences account for like half of the difference or sumfin’’’
n each is emphasising the importance of bio/env and not saying that that is the only
influence on adult personality’’’ AND- if the ego and the superego develop to control
the impulses of the id, which is innate and unconscious then how can behaviour and
personality be a result of childhood experiences if the ids pesent at birth’ ahh but
then i spose that ego and superego have contact with reality.... c y am conffudled!!
please help dont even no if this is anything 2 do with question, who knows.xx
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
Topic: Online Project 9 - Online Group Projects 45
February 2007
Date: 11
Subject: Re:hey??
Author: John
I think you are on the right lines. In my essay, I said that Eysenck’s theories
of personality can be viewed in contrast to Freud’s theories of personality. I
wrote that both their theories can be correct although they emphasised
different things. Freud emphasised the significance of childhood
experiences (the three main psychosexual stages) and the unconscious in
influencing adult personality traits whereas Eysenck emphasised more the
heritability of traits and psychological factors such as Psychoticism,
Extraversion and Neuroticism as main influences on the personality of an
individual. I hope that make more sense. That’s kinda what I wrote in my
essay, anyway!
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
Topic: Online Project 9 - Online Group Projects 45
Date: 11 February 2007
Subject: Re:hey??
Author: Donna
yeh that makes sense! thanks. i havent wrote the full
essay yet but il put up a summary of eysencks theory just
now. well in like 10mins. ta xx
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
Benefits
Written responses of an exceedingly high standard
(sometimes surpassing 3rd year)
Spontaneous online discussions about learning and leaner
responsibility
High levels of motivation, atmosphere in class improved
Some students burdened by workload – easily detected
Some requested to move groups (5 groups)
Online interactions showed powerful ‘scaffolding’
Interaction and feedback possible with 560 students
Easy for tutors to monitor participation
Peer feedback and self feedback (model answers)
harnessed
Improved mean exam performance (up from 51-57%)
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
Has it worked?
I read more about Psychology and read it earlier
in each semester than I would have done without
the online projects
60
Numbers
50
40
30
20
10
0
1
2
3
4
5
agreed-disagreed
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
I learned more in Psychology because of online
projects than I did in my other subjects
60
numbers
50
40
30
Series1
20
10
0
1
2
3
4
5
agreed-disagreed
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
numbers
I found that reading other people's contributions
helped me understand Psychology
80
70
60
50
40
30
20
10
0
Series1
1
2
3
4
5
agreed-disagreed
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
The feedback based on other students' work
helped me understand how to improve my own
answers
60
numbers
50
40
30
Series1
20
10
0
1
2
3
4
5
agreed-disagreed
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
Online postings/interaction
24,362 messages posted by groups
Average number of postings per student 44.3
1067 postings to general open discussion forum
Students set up online study groups for other subjects
Structured tasks online triggered important socialcognitive processes
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
REAP: Example 2:
Mechanical Engineering
(personal response systems)
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
Problems identified
Conceptual misunderstandings even after
graduation (e.g. concept of force)
Passive learning in classroom due to larger
numbers
Evidence of low levels of student motivation –
attendance
Difficult to develop a sense of community
amongst learners
Retention issues (20%)
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
Course Redesign
Looked worldwide for the best solution
Focus on teaching core concepts
Carefully constructed student workgroups
Introduced personal response systems in lecture
sessions (to facilitate peer discussion) as
promoted by Mazur at Harvard
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
Personal Response System (PRS)
PRS was developed by Professor
Nelson Cue at Hong Kong University of
Technology and has now been adopted
by hundreds of educators worldwide
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
Mechanical Engineering
Professor Jim Boyle
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
Further Developments
Introduced online testing before EVS classes
(just in time teaching)
And online homework system (Mastering Physics
and Web Assign) focus is on processes used to
solve problems
And class tests using confidence-based marking
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
MCQ and Confidence-Based Marking
Ref: Tony Gardner-Medwin (2006), Confidence-based marking:
towards deeper learning and better exams.
Degree of
certainty
C=1 Low
C=2 Medium
C=3 High
Mark if correct
1
2
3
Penalty if wrong
0
-2
-6
Scoring regime for confidence-based marking
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
Benefits
Self, peer and tutor oral feedback in a single classroom
session
Online confidence-based testing promotes reflection
And allows tutor to modify teaching in relation to student
needs
High levels of ‘time on task’ in and out of class
Culture of collaborative learning established
Improved understanding in standardised engineering tests
(e.g. force concept inventory)
Students report enhanced satisfaction (fun!) compared to
traditional lecture classes.
Dropout reduced from 20% to 3%
Online homework system has cut marking in half
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
Some data
Survey Statement
Students
agree
Students
disagree
Using the PRS helps me to develop a better
understanding of the subject matter compared
to traditional lectures
74%
4%
Using the PRS helps me to understand the
concepts behind the problems
75%
6%
I am more actively involved during PRS classes
than in traditional lectures
95%
1%
I have to think more in PRS classes than in
traditional lecture classes
91%
0%
I study less outside of PRS classes than for
traditional classes
24%
24%
I remember less after a PRS class than after
other classes
12%
63%
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
The student experience
Some student comments:
“…in this class everybody’s involved, you have to think
about what’s being said…”
“…you are learning from people around you… it’s a
language you can understand…”
“…you feel you are keeping pace with the class and that
everyone is learning together…”
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
Relation to Gibbs & Simpson’s
four assessment conditions
1. Web-based assessment tasks (MCQs and problem
solving exercises) keep students engaged in out-ofclass activities and PRS encourages engagement in
class (condition 1)
2. Activities are distributed across topics and weeks
(condition 2)
3. EVS tasks are designed to deepen learning as
conceptual understanding increases (condition 3)
4. EVS activities clearly communicate requirements
and there is a progressive increase in challenge
(condition 4)
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
Relationship to seven principles
1.
2.
3.
4.
5.
6.
7.
Learning goals clarified through iterative cycles of tutor presentation,
tests and retests using MCQs in class (Principle 1)
Reflection/self-assessment triggered through bar-chart presentation and
by online tests (Principle 2)
Teachers provide feedback at end of EVS concept-test sequence and
feedback provided by online tutoring system (Principle 3)
Both peer and teacher-student dialogue occur in EVS interactive sessions
(Principle 4)
The focus on learning goals rather than performance goals in class and the
staged difficulty of concept tests are motivational (Principle 5)
The continuous cycle of tests, retests and feedback ensures that students
can use the feedback immediately (Principle 6)
Online MCQ tests and student performance in EVS lectures provide a range
of feedback information that tutors can use adjust teaching to student
needs (Principle 7)
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
What can we learn from these case studies?
Use of simple technologies (discussion board)
Considerable thought gone into the learning design
[which is transferable]
The drivers were learning improvements rather than
technology (context of use)
Key finding across studies was need to balance
structure and learner control
An important finding was the way that the social
and the academic processes were shown to be
mutually supportive
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
EMPOWERMENT/
SELF-REGULATION
ACADEMIC
EXPERIENCE
SOCIAL
EXPERIENCE
ENGAGEMENT
Figure 1: Framework for Analysis of Assessment and Feedback practice
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
12 Principles
of Good Assessment and Feedback
Practice
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
Good formative assessment and feedback practices should:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Help clarify what good performance is (goals, criteria, standards)
Encourage ‘time an effort’ on challenging learning tasks
Deliver high quality feedback information that helps learners self-correct
Provide opportunities to act on feedback
Ensure that summative assessment supports formative
learning processes
Encourage interaction and dialogue around learning (peer, teacherstudent)
Facilitate the development of self-assessment and reflection in learning
Give choice in the topic, method, criteria, weighting or timing of
assessments.
Involve students in decision making about assessment policy and
practice
Support the development of learning groups and communities
Encourage positive motivational beliefs and self-esteem
Provide information to teachers that can be used to help shape the
teaching
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
Good formative assessment and feedback practices should:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Help clarify what good performance is (goals, criteria, standards)
Encourage ‘time an effort’ on challenging learning tasks
Deliver high quality feedback information that helps learners self-correct
Provide opportunities to act on feedback
Ensure that summative assessment supports formative
learning processes
Encourage interaction and dialogue around learning (peer, teacherstudent)
Facilitate the development of self-assessment and reflection in learning
Give choice in the topic, method, criteria, weighting or timing of
assessments.
Involve students in decision making about assessment policy and
practice
Support the development of learning groups and communities
Encourage positive motivational beliefs and self-esteem
Provide information to teachers that can be used to help shape the
teaching
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
Good formative assessment and feedback practices should:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Help clarify what good performance is (goals, criteria, standards)
Encourage ‘time an effort’ on challenging learning tasks
Deliver high quality feedback information that helps learners self-correct
Provide opportunities to act on feedback
Ensure that summative assessment supports formative
learning processes
Encourage interaction and dialogue around learning (peer, teacherstudent)
Facilitate the development of self-assessment and reflection in learning
Give choice in the topic, method, criteria, weighting or timing of
assessments.
Involve students in decision making about assessment policy and
practice
Support the development of learning groups and communities
Encourage positive motivational beliefs and self-esteem
Provide information to teachers that can be used to help shape the
teaching
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
Good formative assessment and feedback practices should:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Help clarify what good performance is (goals, criteria, standards)
Encourage ‘time an effort’ on challenging learning tasks
Deliver high quality feedback information that helps learners self-correct
Provide opportunities to act on feedback
Ensure that summative assessment supports formative
learning processes
Encourage interaction and dialogue around learning (peer, teacherstudent)
Facilitate the development of self-assessment and reflection in learning
Give choice in the topic, method, criteria, weighting or timing of
assessments.
Involve students in decision making about assessment policy and
practice
Support the development of learning groups and communities
Encourage positive motivational beliefs and self-esteem
Provide information to teachers that can be used to help shape the
teaching
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
Good formative assessment and feedback practices should:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Help clarify what good performance is (goals, criteria, standards)
Encourage ‘time an effort’ on challenging learning tasks
Deliver high quality feedback information that helps learners self-correct
Provide opportunities to act on feedback
Ensure that summative assessment supports formative
learning processes
Encourage interaction and dialogue around learning (peer, teacherstudent)
Facilitate the development of self-assessment and reflection in learning
Give choice in the topic, method, criteria, weighting or timing of
assessments.
Involve students in decision making about assessment policy and
practice
Support the development of learning groups and communities
Encourage positive motivational beliefs and self-esteem
Provide information to teachers that can be used to help shape the
teaching
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
Discussion point
Consider your own classes/modules/programmes:
Which principles are most relevant to you in the redesign of
your teaching/learning? Why?
Give some examples of how you might implement these
principles in your classes/modules/programmes
What are the implications of these principles at strategy level?
Identify any questions raised in your discussion groups
Plenary report back:
Be prepared to share some implementation ideas with others
in the plenary
Any ‘questions worth asking’ that might illuminate some
important issue
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
Dynamics of Implementation
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
EMPOWERMENT/
SELF-REGULATION
ACADEMIC
EXPERIENCE
• Students create criteria
• Students add own criteria
• Students identify criteria
from samples of work
• Exemplars of different
performance levels
provided
• Students rephrase
criteria in own words
• Provide document with
criteria
SOCIAL
EXPERIENCE
ENGAGEMENT
Principle 1: Clarify what good performance is
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
EMPOWERMENT/
SELF-REGULATION
ACADEMIC
EXPERIENCE
• Students given large
project and expected to
structure their own
learning
• Ask students to
determine the milestones
and reward them for
keeping to the deadlines
• Set out a series of
learning tasks with
milestones
SOCIAL
EXPERIENCE
ENGAGEMENT
Principle 2: Encourage time and effort on challenging tasks
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
EMPOWERMENT/
SELF-REGULATION
ACADEMIC
EXPERIENCE
2. Encourage time
& effort on
challenging
learning tasks
+
6.Encourage
interaction and
dialogue around
learning (peer
and teacherstudent)
SOCIAL
EXPERIENCE
ENGAGEMENT
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
EMPOWERMENT/
SELF-REGULATION
ACADEMIC
EXPERIENCE
3. Deliver
individual
written
feedback on
students’ work
+
6.Encourage group
discussion of
how that
feedback might
be used in
tutorials
SOCIAL
EXPERIENCE
ENGAGEMENT
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
EMPOWERMENT/
SELF-REGULATION
Students create MCQs
and feedback for
wrong and right
answers
ACADEMIC
EXPERIENCE
Students self-assess
using MCQs and
provide confidence
ratings
+
6. Encourage
interaction
and dialogue
around
learning (peer
and teacherstudent)
SOCIAL
EXPERIENCE
Students self-assess
own performance using
online MCQs
Principle 7
ENGAGEMENT
Principle 6
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
MCQ and Confidence-Based Marking
Ref: Tony Gardner-Medwin (2006), Confidence-based marking:
towards deeper learning and better exams.
Degree of
certainty
C=1 Low
C=2 Medium
C=3 High
Mark if correct
1
2
3
Penalty if wrong
0
-2
-6
Scoring regime for confidence-based marking
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
Guidelines for Implementation
1.
2.
3.
4.
5.
6.
A single principle or many?
Active involvement of students
Tight-loose – maintain fidelity to the principles (tight)
but encourage disciplines develop their own
techniques of implementation (loose)
Clarify students’ responsibilities
Alternate solo and group work
Share your learning designs
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
Why use principles
Easy to understand but not simplistic
Set high level aspirations
Breaks down components of underlying pedagogy
Can be tailored to different disciplines (transferability)
Each has research support
Helps select appropriate technology
Adds a dimension to evaluation
Interdependent (carry each other)
Can be used to address pragmatic concerns
Can suggest simple techniques to get started
Lessons learned from multiple implementations
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde
My Publications
Nicol, D (2008), Transforming assessment and feedback: Enhancing
integration and empowerment in the first year, To be published by
Quality Assurance Agency, Scotland
Nicol, D (in press), Assessment for learner self-regulation:
Enhancing achievement in the first year using learning
technologies, Assessment and Evaluation in Higher Education,
Nicol, D (2007), Laying the foundation for lifelong learning: cases
studies of technology supported assessment processes in large first
year classes, British Journal of Educational Technology, 38(4), 668678
Nicol, D (2007) E-assessment by design: using multiple-choice
tests to good effect, Journal of Further and Higher
Education.31(1), 53-64.
Nicol, D. & Milligan, C. (2006), Rethinking technology-supported
assessment in relation to the seven principles of good feedback
practice. In C. Bryan and K. Clegg, Innovations in Assessment,
Routledge.
Nicol, D, J. & Macfarlane-Dick (2006), Formative assessment and
self-regulated learning: A model and seven principles of good
feedback practice, Studies in Higher Education, 31(2), 199-218.
See also www.reap.ac.uk for copies.
33rd International Improving University Teaching Conference, 29 th July to August 1st , 2008 University of Strathclyde