Evaluation of teaching practice (Assessment and feedback approach)
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Introduction:
I selected “Specialist Studies (SS)” unit for my case studies in assessment and
Feedback. The teaching team decided to use the feedback and feed-forward
approaches in between the units. We ask the students to write a reflection after they
received the feedback from the Specialist studies. This was a pre-session task
before we introduce the ‘PPP’ unit, so they can make use of it.
• Under the guideline of the Assessment policy in UAL, we inform the students about
the Assessment Feedback Turnaround Policy in marking and feedback. Students
have received written feedback in their summative assessment within the period of
three weeks after the submission deadline. The feedback is provided on the
standard university Feedback From through OAT (University’s Online Assessment
Tool).
We ask the students to post their reflection and answer a few prompt questions on
from a task sheet on Padlet. This would allow a tutor to provide a personalised
discussion with individual students during 1-2-1 meetings. Students can use the
feedback from the previous unit to act on and develop their learning further.
The aim of this is for students to understand how the feedback focusses on their
current performance on the course, while feedforward how they can improve the
current and next unit. The Feedback and Feedforward approach both are
fundamental in Assessment for learning. This is a great approach and good strategy
to ensure student under student the assessment criteria that links in with their
learning outcome.
We encourage student to post the reflective feedback on Padlet, however, it is a
challenge to ensure all students complete the task. This will require a prompt
reminder for a successful feedback and feedforward approach. We also need to
ensure that the approach gives greater clarity and is consistent in assessment and
feedback.
Moving forward:
In term of Assessment and Feedback approach, I have decided to move one-to-one
tutorials forward to week three and week four. This would allow students to have
more individual formative assessment before the winter break. The SS unit covers
personal and group presentations in the tutorial. Students will receive peer and tutor
feedback, and this will allow more time to experiment and explore their concept. This
will be implanted in the course review. This was inspired by Mark Russel approach
focused on assessment timeline. He investigated the counteracts of “assessment
bunching” in programme which was developed by the University of Herefordshire. I
found the approach insightful.
We decided to use the feedback that is collected via a feedback form. We introduced
a general guideline when writing student assessment feedback to ensure course
level consistency. Biggs and Tang underline the impact of teacher’s assessment
feedback to students. (Biggs and Tang, 2011,P.64) It is a powerful tool to act on what
you say, how you say it and what your write on the assessment feedback. I agree
with Bigs as feedback should motivate students to raise their achievement. The
second aspect is to ensure teaching and learning is taking place for students to build
good background knowledge on the subject and will allow them to take ownership of
their project.
Reference
Biggs, J. and Tang, C (2011) Teaching for quality learning at university (4th edn) (Society
for Research into Higher Education & the Open University Press Education & the Open
University Press).
Loughborough University. (2014). Assessment and Feedback. [Online]. Teaching and
Learning Blog. Last Updated: 24 November 2014. Available at:
solutio [Accessed 20 March 2023].
UAL. (2023, March 8). Assessment policy. https://www.arts.ac.uk/study-at-ual/courseregulations/
assessment
UAL. (2023, March 9). Assessment Feedback Turnaround Policy.
Turnaround-Policy-PDF-96KB.pdf