This page archives information and posts from one of my research project entitled, ‘Introducing Assessment and Feedback: A Framework for Engagement, Empowerment and Inclusion’. This information was held on a separate website http://introducingassessmentandfeedback.com The purpose of the site was to provide information on the project, encourage discussion and disseminate project resources and outputs. I have included everything from the site on this page to ensure it is archived.
Funding for this project was awarded by the Centre for Higher Education Practice Development Fund (Round 5), University of Ulster. The Principal Investigator is Louise O’Boyle, Lecturer and Course Director of BDes Hons Art and Design (Foundation Year for Specialist Degree).
Chickering and Gamson (1987) outlined the importance of the participation and interaction of both the teacher and student within the learning experience. Neither role is independent of the other. In practice identifying student’s needs and ways of learning initially and throughout the learning experience informs the best ways of communicating and relating to students and encourage their participation in the learning process.
The National Student Survey of Undergraduate Students has highlighted for many institutions, staff, enrolled and prospective students, the experiences that strongly impact students’ attitudes to their learning. One of the key areas which has been of particular note is Assessment and Feedback.
The University of Ulster has developed seven Principles of Assessment and Feedback for Learning click here to promote and encourage effective assessment and feedback practice for students and staff at Ulster.
This project will evidence a framework of engagement with students in their first year of tertiary level study. It will demonstrate processes by which real and meaningful implementation of the principles takes place. A key part of the collected evidence will examine students’ attitudes to their level of knowledge and confidence having engaged with the activities and resources.
Chickering, A.W & Gamson Z.F (1987) Seven principles for good practice in undergraduate education, American Association of Higher Education Bulletin vol.39 no.7 (pp.3-7)
This framework of engagement, empowerment and inclusion aims to socially and academically involve students in their learning in a meaningful and relevant way. The need to change student perspectives and behaviour towards assessment away from previous educational experiences and integrate assessment and feedback as meaningful elements within the learning process has been a key driver in the evolution of this framework.
This structured engagement dispels misunderstandings and clarifies the learning environment in higher education. The framework emphases the role of assessment and feedback, encouraging students to recognize it not as an end point but rather a ‘pit stop’ on their learning journey. Most importantly it builds student motivation and empowerment to become active participants in their learning.
The evidence collected will be examined in relation to students’ attitudes to their levels of knowledge and confidence having engaged with this framework of activities.
O'Boyle, Louise (2013) Introducing Assessment & Feedback @ CHERP. In: CENTRE OF HIGHER EDUCATION RESEARCH AND PRACTICE (CHERP) ‘FESTIVAL OF INNOVATIVE PRACTICE’, ULSTER UNIVERSITY, MAGEE CAMPUS. CHERP.
O'Boyle, Louise (2013) Introducing Assessment & Feedback, Fourth International Assessment in Higher Education Conference, Birmingham, 26th-27th June 2013. In: THE 4TH INTERNATIONAL ASSESSMENT IN HIGHER EDUCATION CONFERENCE, Birmingham. THE 4TH INTERNATIONAL ASSESSMENT IN HIGHER EDUCATION CONFERENCE
O'Boyle, Louise (2013) Introducing Assessment & Feedback, Twentieth International Conference on Learning, University of the Aegean, Greece. 11th-13th July 2013. In: THE 29TH INTERNATIONAL CONFERENCE ON LEARNING, UNIVERSITY OF THE AEGEAN, GREECE. THE 29TH INTERNATIONAL CONFERENCE ON LEARNING.