ASSESSMENT LITERACY AND
SELF-ASSESSMENT
STRATEGIES
Dr Tina Kendall
ALSS, Department of English & Media
Course Leader for Film Studies/Film & Media Studies
Overview
• Background
• Strategies Implemented
• Reflections
• Plans
Background: National Context
‘Assessment and feedback are
consistently rated as the least
satisfactory aspect of studying
in higher education’.
‘Students often report that they don’t
understand the “rules of the game”
or how their marks relate to their
Performance’.
Cooper, B., 2014. Improving Assessment and Feedback Literacy
for Students and Staff. In: HEA, STEM Annual Conference.
Edinburgh, United Kingdom, 30 April-1 May 2014.
Background: Film Studies @ ARU
HE
ARU
2014 2014
Course Course Course
2013
2014
2015
73
67
75
75
75
75
Strategies Implemented
1. Assessment Criteria Tick-Box Template
Core modules, levels 5 and 6:
• Review & Discuss Generic
Criteria
• Review & Discuss Assessment
Criteria
Strategies Implemented
2. Sample Work and Feedback
Phase 1:
• Class divided into 5 groups, each group was given 5
sample anonymised essays
• Each group was assigned one essay from the sample,
which they were asked to discuss and evaluate.
• Groups were asked to fill out a tick sheet and agree a
mark.
• Groups then presented their essay to the rest of the class,
and provided a rationale for the mark, using the tick sheet.
Strategies Implemented
2. Sample Work and Feedback
Phase 2:
• Summative Feedback corresponding to each essay was
handed out, and students were asked to match feedback
to the essay they were assigned.
• The session concluded with discussion about how closely
the mark awarded by the group matched the mark given
by the tutor.
• Key points of divergence were discussed and scripts were
collected back from students prior to the end of the
session.
Strategies Implemented
3. Self-Assessment Exercise (formative)
Students were then encouraged to use the Marking Criteria
Tick Box Sheet as a self-assessment diagnostic for their
own work prior to handing it in.
Strategies Implemented:
4. Self-Assessment Task (summative)
At level 4, students are asked to fill out the following prior to the
first seminar.
Carefully read through the feedback received on work in all of your year 1 modules, and complete the
following:
1.
Identify the main strengths of your work thus far. What have you done particularly well,
according to the feedback? (e.g, analytical abilities; originality of approach; writing skills;
research skills, etc.)
2.
Identify areas for further development as indicated by the feedback.
1.
Are there any areas of the feedback that you did not understand? If so, what are they?
2.
What do you need to do in order to improve? (e.g. better time management; attendance at
study skills sessions; having your work proof read; consulting the guidelines for presentation,
etc)
Reflections
• IPR issues
• Confidence issues
• Issues with embedding formative assessments
• Initial Feedback from Students vs. Module Evaluation
Survey Results
• Need to look also at Learning Outcomes
Plans
• Scale out to relevant practice-based modules in Sem 2.
• Consultation with students planned for February 2016,
with a range of possible outcomes:
• Peer evaluation/feedback sessions built into modules?
• Student-led research project / student-authored handbook on
assessment?