Track A4 - Assessment Literacy in Student Midwives

Jo Killingley, Middlesex University, School of Health and Education

As part of the revisiting assessment theme of the Learning and Teaching Conference 2015, Jo’s talk centred on providing prompt feedback to students immediately after one of the exams called the Objective Structured Clinical Examination, OSCE, which she carried out as a research project. Jo identified that:

• Feedback has to promote critical thinking and self-judgement
•   Feedback has to be behaviour focused
• Clarity and clear articulation – students want to be in control of their learning and be motivated through clear feedback. Feedback helps students take control of their learning.
•  Timeliness – it’s important that feedback provided is very close to the time of the event in       order for it to be effective 
• Coping with learning – feedback provokes high levels of anxiety 
• Feedback should be constructive. Destructive feedback can be more in the perception by the recipient than in the intended feedback content.

Jo described in detail how much dedication is required to support and mentor students through their learning progress on their Midwifery course and the value quality feedback played in this process.

Report by John Koushappas, Senior Educational Technologist, Centre for Academic Practice Enhancement (CAPE)

Track C2: Developing quality feedback and assessment literacy in dance

 Julia K. Gleich
 Head of Choreography (London Studio Centre)

London Studio Centre’s shared their institution development of their Learning & Teaching Strategy 2013-18 focussing on assessment and feedback. The nature of practice at LSC makes use of intense continuous, day-to-day formative feedback by both tutors and peers, which ac
counts for unusual learning experience in HE. Addressing the high frequency of assessment and feedback is at centre of LSC’s culture of quality enhancement and review of assessment strategies that have led to significant successes in the National Student Survey.

The institution has reviewed strategies associated with developing effective feedback and assessment that include ways of creatively assessing creativity and identified points to consider in constructing effective feedback.

Identified Issues related to creative assessment:

·         How to “prepare for assessment” in a context of creativity

·         Prior learning

·         Tick-boxing / Goal-oriented-ness

·         Subjectivity

·         House styles

·         New ideas and risk-taking

                                                        

The staff at LSC also recognize that Assessment Literacy is a double-edged sword and if students are too focused on assessment, they will be unwilling to take risks and discover their own voices in a creative environment. In addition, Assessment tasks and criteria must be designed to reward even “inappropriate” choices as students re-invent themselves and develop new movement vocabularies, explore compositional strategies and form their artistic identities.

Constructing feedback

At LSC feedback is provided taking into consideration the points below:

·         Specificity

·         Constructive comments

·         Appropriate language

·         Transparency – see example below. If not clear from the starting point comments like “ student needs to be more analytical” – are not clear.

·         Enabling and encouraging/Positive but honest

·         Personal

The presentation also included seven principles of good feedback practice From Dr Nicol and Debra Macfarlane-Dick below:

“good feedback practice should facilitate the development of self-assessment (reflection) in learning, encourage dialogue, clarify what is good performance, deliver quality information about the students learning, provide information to teachers to shape learning and should be motivational for the students and create positive self-esteem.”

Creatively Assessing Creativity from mdxaltc

Report by Betty Sinyinza, Educational Tehcnologist, Centre for Academic Practice Enhancement (CAPE)