010063 Feedback and Assessment
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Credit points: 3 cp
Subject level:
Postgraduate
Result type: Pass fail, no marksRequisite(s): 010060 Teaching for Learning
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.
Description
In this subject, participants study theoretical concepts and practical strategies to support the design of a feedback and assessment strategy within their teaching context to successfully enhance student learning. Beginning with the purpose and types of assessment, participants will investigate how their current feedback and assessment strategies align with a range of evidence-based principles and consider opportunities for improvement. Participants apply the elements of an effective feedback and assessment strategy and be able to articulate the rationale underpinning their design to students.
Subject learning objectives (SLOs)
| a). | Analyse and evaluate the impact of feedback and assessment practices in terms of their ability to support student learning relevant to the teaching context |
|---|---|
| b). | Design a feedback and assessment strategy that facilitates student learning and feedback uptake |
| c). | Communicate the rationale and design of feedback and assessment patterns to a variety of audiences using different channels |
Course intended learning outcomes (CILOs)
This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences.
- Apply relevant knowledge to make theory-informed judgements about curriculum, learning, assessment and evaluation in the higher education context (1.1)
- Support and facilitate inclusive practices that foster respectful engagement with diverse learners and perspectives at a local and global level (3.1)
- Express ideas on teaching and learning to different audiences in a variety of modes (6.1)
Contribution to the development of graduate attributes
This subject addresses the following Course Intended Learning Outcomes:
1. Professional Readiness
1.1 Apply relevant knowledge to make theory-informed judgements about curriculum, learning, assessment and evaluation in the higher education context
3. International and Intercultural Engagement
3.1 Support and facilitate inclusive practices that foster respectful engagement with diverse learners and perspectives at a local and global level
6. Effective Communication
6.1 Express ideas on teaching and learning to different audiences in a variety of modes
Teaching and learning strategies
This subject runs as a blended studio-style subject using Miro Board for participants to design and redesign the feedback and assessment pattern in their selected subject. The learning involves reflective, active and collaborative learning with authentic, practice-based activities and examples.
All modules include asynchronous online activities that are self-paced. Students also formally engage in online discussions sharing key aspects of their thinking in the design and redesign process.
Synchronous online classes are primarily studio-style and task-focussed, providing the opportunity to apply the tools for mapping and evaluating feedback and assessment patterns, sharing insights and learning with their peers, and observing and commenting on the patterns used across disciplines for different purposes.
Continuous teacher feedback is provided verbally in class, as well as written in the online comments and for the assessments. Peer observation is embedded into the learning activities and the assessment process.
Content (topics)
The main topics covered in this subject are related to the concept of assessment for learning with a focus on the role of feedback in the design of higher education subjects to better facilitate student learning. Beginning with the purpose and types of assessment, this subject will cover principles of assessment, the use of criteria and rubrics, and the interplay between teacher and student feedback literacy. It will reinforce the importance of assessment design for feedback uptake and demonstrate how feedback loops can be embedded into subjects that enable feedback on teaching for continuous improvement.
Assessment
Assessment task 1: Written evaluation
| Objective(s): | a) and c) | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 40% | ||||||||||||||||||||
| Length: | Equivalent of 500 words | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Feedback and assessment redesign
| Objective(s): | b) and c) | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 60% | ||||||||||||||||||||
| Length: | 1,000 words (or equivalent) | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Required texts
There are no required texts for this subject. Recommended readings will be available via UTS Library and through the subject site.
References
Boud, D., Ajjawi, R., Dawson, P., & Tai, J. (Eds.) (2018). Developing Evaluative Judgement in Higher Education: Assessment for Knowing and Producing Quality Work. Routledge.
Boud, D. & Molloy, E. (2013) Rethinking models of feedback for learning: the challenge of design, Assessment & Evaluation in Higher Education, 38(6), 698-712. https://doi.org/10.1080/02602938.2012.691462
Carless, D. & Winstone, N. (2020). Teacher feedback literacy and its interplay with student feedback literacy. Teaching in Higher Education. https://doi.org/10.1080/13562517.2020.1782372
Carless, D., Salter, D., Yang, M. & Lam, L. (2011). Developing sustainable feedback practices, Studies in Higher Education, 36(4), 395-407, https://doi.org/10.1080/03075071003642449
Henderson, M., Boud, D., Molloy, E., Dawson P., Phillips, M., Ryan, T., Mahoney, P. (2018). Feedback for Learning: Closing the Assessment Loop – Final Report. Canberra: Australian Government Department of Education and Training. Feedback for Learning – Closing the assessment loop
Nicol, D. (2010). From monologue to dialogue: Improving written feedback processes in mass higher education. Assessment & Evaluation in Higher Education, 35(5), 501-517. https://doi.org/10.1080/02602931003786559
Nicol, D. (2020). The power of internal feedback: exploiting natural comparison processes. Assessment & Evaluation in Higher Education, https://doi.org/10.1080/02602931003786559
Nicol, D. & McCallum, S. (2021). Making internal feedback explicit: exploiting the multiple comparisons that occur during peer review. Assessment & Evaluation in Higher Education, https://doi.org/10.1080/02602938.2021.1924620
Sadler, R.D. (2010). Beyond feedback: developing student capability in complex appraisal, Assessment & Evaluation in Higher Education, 35(5), 535-550, https://doi.org/10.1080/02602930903541015
Villarroel, V., Bloxham, S., Bruna, D., Bruna, C. & Herrera-Seda, C. (2018) Authentic assessment: creating a blueprint for course design, Assessment & Evaluation in Higher Education, 43(5), 840-854, https://doi.org/10.1080/02602938.2017.1412396
Winstone, N. & Carless, D. (2020). Designing Effective Feedback Processes in Higher Education: A Learning-focused Approach, Routledge, SRHE: London. https://doi.org/10.4324/9781351115940