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Examination Feedback: Assessing the Outcomes
March 15, 2017
***Date Change*** Please note that this workshop will now take place on 15 March 2017
Feedback should not be restricted to certain forms of assessment and is unusual in terms of end of term exam feedback. This workshop will explore the experience at the University of Kent, where they embarked on a project to review policy and practice in this area and in collaboration with students, considered the purposes, benefits and challenges surrounding examination feedback (Jonsson, 2012). ‘As part of revising our Assessment and Feedback Policy, staff and student views on examination feedback were gathered and compared with practice elsewhere. What emerged was a very mixed picture across the sector – no consistency with regard to policy or mode of feedback, with varying limitations on programme stage or cohort level and ranging access to scripts (from none to full access). Moreover, a clear disparity emerged between the high requests for, and low uptake of, examination feedback by students who paradoxically, advocated for greater examination preparation opportunities (e.g. revision sessions or mock exams) that could feed forward into improving their performance in a more timely way. In this workshop, participants will be encouraged to share individual experiences with examination feedback and then in groups, explore further the challenges of making any examination feedback process both effective and efficient’.
Dr. Louise Naylor is the Director for the Unit for the Enhancement of Learning and Teaching, University of Kent
By the end of this session, delegates will be able to:
- Appreciate a range of policies and practice regarding examination feedback
- Consider approaches to providing examination feedback
- Enable staff to give examination feedback to students that generates assessment as learning and enhances students ability to improve their level of performance in summative assessments
- Assess the impact on staff workload and student performance
This interactive workshop is aimed at all faculty and staff teaching in Higher Education in addition to those in course management and co-ordination roles along with Heads of Department.
This workshop has been designed in consultation with partners in the Shannon Consortium as part of a broader regional approach to supporting teachers involved in assessment and feedback. This workshop will explore traditional assessment of learning and the role of feedback in transforming this experience for the students to that of assessment as learning.