Assessment Criteria and Feedback Practices Working Group
To draw upon input from School representatives on current practice, including evidence that demonstrates effective approaches and areas for development.
To frame recommendations to APPSC related to the development and use of assessment criteria.
To frame recommendations to APPSC related to the quality of feedback given to students on assessed work and the processes around that feedback.
To develop further practices that link feedback with assessment criteria.
To ensure the work of the Group aligns with work on assessment that will be progressed as part of the Undergraduate Education Review.
To have completed the work by the end of 2008-9.
Terms of Reference
Assessment Criteria: a) To develop a common use of assessment criteria based on the definition provided in the Assessment Policy. b) To analyse current examples of assessment criteria in order to learn how Schools and departments use assessment criteria and capture examples of good practice. c) To develop proposals for enhancing the consistency and transparency of assessment criteria so as to enhance the support students are given when completing assignments and ensure students have equivalent learning experiences. d) To investigate the potential for generic assessment criteria. e) To develop further ways for enhancing the link between assessment criteria and feedback so as to demonstrate more clearly why students gain certain marks.
Feedback: a) To analyse the current approaches taken to providing feedback to students across the range of assessment methods and the effectiveness of these (including automated feedback from electronic assessments and feedback on exams) b) To review feedback processes (including coversheets, timescales and delivery mechanisms) c) To draw upon current evidence as to students’ views about the usefulness of the feedback they receive and to discuss this further through appropriate groups d) To develop proposals to enhance further the consistency and quality of feedback, including relating to its timeliness, length, organisation, tone and content, so as to ensure that students are provided with high quality and useful feedback on their formative and summative assessments e) To investigate alternative methods of giving feedback, including the use of peer feedback and technology
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