Lecturers’ views of assessment design, marking and feedback in higher education: a case for professionalisation?

Norton, Lin; Floyd, Sarah; Norton, Bill

doi:10.1080/02602938.2019.1592110

Cited by 17 publications

(14 citation statements)

References 31 publications

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“…The data were from foundational students from Computing and Engineering. The data were collected to evaluate the study [42], answer the second research question, and determine the success of the feedforward techniques implemented, which demonstrate student performance and response following module evaluations and their feedback. The data sets are as follows:…”

Section: Research Data Setmentioning

confidence: 99%

A Study to Evaluate Students’ Performance, Engagement, and Progression in Higher Education Based on Feedforward Teaching Approach

Saeed

Mohamedali

2022

Education Sciences

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Learners who enter higher education (HE) at the foundational level are susceptible to many challenges that impact their performance, engagement, and progression. Not all students who enter HE at the foundational level will progress and attain their course qualifications. In addition, many university lecturers struggle to give effective support to their students. This study focuses on feedforward teaching approaches that define ways to enhance learning by using advanced organisational strategies to offer relevant supporting concepts and meaningful verbal material. To date, there are insufficient literature reviews on feedforward approaches to facilitate students’ subsequent learning. Providing better academic support for students and a strong foundation for independent learning is the focus of this paper. Therefore, the main contributions of this paper are identifying the key feedforward features and suggesting effective feedforward approaches. This study was undertaken to rigorously implement feedforward approaches that would support groups of students in modules at the foundational entry-level. At the end of module delivery, different students’ data sets were analysed related to the progression rates, standard deviation, and mean. In addition, the student satisfaction questionnaire (module evaluation survey) and feedback survey were also considered for engagement and retention purposes. The outcomes from this exercise suggest that feedforward approaches allow students to increase their overall effort when attempting summative assessments and, thus, improve their performance, engagement, and retention.

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Section: Research Data Setmentioning

confidence: 99%

A Study to Evaluate Students’ Performance, Engagement, and Progression in Higher Education Based on Feedforward Teaching Approach

Saeed

Mohamedali

2022

Education Sciences

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“…The discourse of assessment literacy -and respect for its existence -should also be central to those who are responsible for teaching and learning in educational settings beyond school. Assessment literacy is needed urgently in higher education because, as Norton et al (2019) argue, academics receive almost no education on how to set, mark and moderate assessments. I don't mean to suggest that all assessment that happens in universities is faulty and open to dispute but, based on my claim above that education does not stand still, university staff need to be open to reflecting on and improving their work as assessors.…”

Section: Discourses Of Confidence In Assessmentmentioning

confidence: 99%

Rebuilding Public Confidence in Educational Assessment

Richardson¹

2022

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List of figures and tables viiiAcknowledgements ix List of abbreviations xi Glossary xii Introduction to confidence issues in educational assessment 1 1 Understanding discourse about education and assessment 8 2 Public understanding of assessment 25 3 Assessment and the value of education 45 4 Student experiences of assessment 64 5 Depicting assessment in public places 81 6 Introducing assessment literacy 99 7 A new road map for assessment? References Index viii List of figures and tables xii Glossary Throughout this book, the following definitions are used:educational assessment an overarching term to describe gathering evidence and reviewing this in line with criteria, in order to make a judgement or a decision about student learning; it includes all methods of assessment -from examinations to classroom tests, observations and so on formative assessment any assessment that collects data which can be used to support and direct learning, most commonly from teachers in a classroom setting at any level high-stakes testing summative tests that relate to certification and selection; their results will influence the choices and opportunities for the taker of the test summative assessment any assessment taken at the end of a course of study that generally results in a grade, most commonly in the form of examinations or tests newgenprepdf

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“…No obstante, se han encontrado algunas diferencias en función del grupo al que pertenecen los estudiantes, obteniendo mayor nivel de satisfacción los estudiantes pertenecientes a los grupos A y C, frente a los del grupo B. Esto puede deberse al papel del docente en el proceso de evaluación en función de su experiencia, conocimiento sobre el tema, etc. ya que, de los dos docentes implicados en la experiencia, uno de ellos impartía los grupos A y C y el otro el B. Esto podría indicar que es necesaria una capacitación formal de los docentes para profesionalizarse en evaluación (Norton, Floyd y Norton, 2019) que les permita implementar estrategias participativas en sus asignaturas de una manera competente (Quesada-Serra, Rodríguez-Gómez e Ibarra-Sáiz, 2016), rompiendo con las prácticas predominantes en evaluación a través de innovaciones en los diseños de evaluación (Quesada-Serra, Rodríguez-Gómez e Ibarra-Sáiz, 2017).…”

Section: Discusión Y Conclusionesunclassified

Aprendiendo a través de Tareas de Evaluación Auténticas: Percepción de Estudiantes de Grado en Educación Infantil

Ibáñez¹,

González²

2020

RIEE

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Lecturers’ views of assessment design, marking and feedback in higher education: a case for professionalisation?

Cited by 17 publications

References 31 publications

A Study to Evaluate Students’ Performance, Engagement, and Progression in Higher Education Based on Feedforward Teaching Approach

A Study to Evaluate Students’ Performance, Engagement, and Progression in Higher Education Based on Feedforward Teaching Approach

Rebuilding Public Confidence in Educational Assessment

Aprendiendo a través de Tareas de Evaluación Auténticas: Percepción de Estudiantes de Grado en Educación Infantil

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