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Assessment influences what a student sees as important in their modules. Good assessment design can enhance student learning or promote a superficial approach of churning out work for the ‘production line’ of module requirements.
1. Provide sufficient (spaced) assessed tasks for students to be encouraged to
allocate sufficient time to study over a suitable time period and avoid ‘cramming’.
2. Design the assessment so that students tackle the task appropriately: ie
they engage in the process of learning rather than simply producing a final
3. Give students the opportunity to practise the skills they need for each
4. Sufficient feedback is given in enough detail
5. Feedback focuses on student performance, learning or actions the student can control
6. Feedback must be timely: while it matters to the student and can be used to improve future performance
7. Feedback aligns with the purpose of the assignment and the assessment criteria
8. Feedback is appropriate to the student’s level
Research shows that students may have one of five views of learning2; ranging from
passive receipt of information and active memorization of information (or procedures)
to understanding and a change in personal reality. Feedback aimed at
understandings cannot guide a student-focused on memorisation.
9. Feedback needs to be read and noticed
10. Feedback is acted on by the student
Gibbs, G & Simpson, C (2004) ‘Conditions under which assessment supports students’ learning’, Learning and Teaching in Higher Education, Issue 1 Brown, S, Race, P & Smith B (1996) 500 Tips on Assessment, London: Kogan Page
1 Taken from Gibbs, G & Simpson, C (2004) ‘Conditions under which assessment supports students’ learning’, Learning and Teaching in Higher Education, Issue 1., and Brown, S, Race, P & Smith B, (1996) 500 Tips on Assessment, Kogan Page: London.
2 Säljö, R (1982) Learning and Understanding, Goteborg: Acta Universitatis Gothoburgensis.
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