Using technology to facilitate effective assessment for learning and feedback in higher education

The aims of this paper are to examine and critically evaluate a selection of different technological methods that were specifically chosen for their alignment with, and potential to enhance, extant assessment for learning practice. The underpinning perspectives are that: (a) both formative and summative assessment are valuable opportunities for learning, and (b) using technology may enhance learning in assessment and feedback processes. Drawing on the literature and empirical evidence from a research study in a Scottish university, the advantages and drawbacks of using technology are examined. It is asserted that, by adopting a flexible approach and taking small incremental steps, the use of different types of technology can be beneficial in facilitating effective assessment for learning and feedback in higher education

Enhancing assessment and feedback in service-learning

Informed by previous research studies on assessment and feedback in service-learning (Deeley, 2015; 2014), this presentation aims to shed light on methods for enhancing students\u27 learning. The presentation will begin with a brief summary of a research project currently being undertaken in a Scottish university. The presentation will then critically analyse the effects and implications of using technology in assessment that is constructively aligned (Biggs and Tang, 2011) to service-learning. This presentation focuses on an aspect of the research study that involves assessment and feedback in service-learning. The summative assessment includes: a co-assessed oral presentation; a critical incident report; and a reflective journal. Students self-assess their own oral presentation and negotiate a mutually agreed mark with the teacher, who also assesses their presentation. This enables students to compare their self-assessment with the teacher\u27s feedback. Firstly, the study investigates the use of video recording students\u27 presentations to enhance this process. Secondly, to make the feedback on critical incident reports more effective, the study investigates the use of the teacher\u27s verbal individual feedback recorded on an audio file and emailed to each student. Thirdly, to support student learning through formative feedback on the preparation of their 5,000 word reflective journal, the study investigates the use of Mahara, an online tool which is akin to an academic Facebook account. Through Mahara, each student invites the teacher to share their journal entry on a weekly basis so that feedback can be given. The use of technology to support and enhance students\u27 learning through the assessment and feedback processes is critically analysed. It is asserted that the progressive nature of service-learning lends itself aptly to innovative pedagogical methods and that more traditional higher education courses may benefit by adapting similar techniques

Co-assessment : a democratic approach to deep learning

For the award of a M.A. (Honours) Social Sciences degree at a Scottish university, students may choose a service-learning course as part of their curriculum. Voluntary work placements integral to the course offer students an ideal opportunity to develop their employability skills and attributes, thus preparing them with for the workplace. The aims of this study were firstly, to examine the effects of critical reflection on the students’ perceptions and awareness of their learning, following their participation in the non traditional forms of assessment on the course. Secondly, the study aimed to examine the effectiveness of co-assessment of students’ oral presentations. The course was taught in semester 2, 2010-11, during which time the small scale qualitative practitioner research study was undertaken. Eight semi-structured individual interviews and a focus group with the same eight students at the end of the course were conducted. This presentation focuses on a pertinent and salient aspect arising from the research, namely, that summative co-assessment is a deep approach to learning. As a consequence of, and informed by this study students self-assess their oral presentations on the development of their employability skills and attributes through service-learning by writing reflective feedback comments and suggesting an appropriate grade. Similarly, the teacher also assesses the presentations. Subsequently, on a one-to-one basis each student discusses, negotiates and agrees an appropriate grade for his or her presentation with the teacher. The agreed mark contributes to the students’ final degree classification. In this presentation, the implications, effects and outcomes of summative co-assessment are critically analysed. It is asserted that co-assessment fosters greater student engagement and enhances their skills and attributes. Co-assessment thus ultimately contributes to a democratic approach to deep learning and is congruent with service-learning pedagogy

Staff-student partnership in assessment:Enhancing assessment literacy through democratic practices

In recent years, research and practice focused on staff and students working in partnership to co-design learning and teaching in higher education has increased. However, within staff–student partnerships a focus on assessment is relatively uncommon, with fewer examples evident in the literature. In this paper, we take the stance that all assessment can be oriented for learning, and that students’ learning is enhanced by improving their level of assessment literacy. A small study in a Scottish university was undertaken that involved a range of different adaptations to assessment and feedback, in which students were invited to become partners in assessment. We argue that a partnership approach, designed to democratise the assessment process, not only offered students greater agency in their own and their peers’ learning, but also helped students to enhance their assessment literacy. Although staff and students reported experiencing a sense of risk, there was immense compensation through increased motivation, and a sense of being part of an engaged learning community. Implications for partnership in assessment are discussed and explored further. We assert that adopting staff–student partnership in assessment and more democratic classroom practices can have a wide range of positive benefits

The genetic architecture of the human cerebral cortex

The cerebral cortex underlies our complex cognitive capabilities, yet little is known about the specific genetic loci that influence human cortical structure. To identify genetic variants that affect cortical structure, we conducted a genome-wide association meta-analysis of brain magnetic resonance imaging data from 51,665 individuals. We analyzed the surface area and average thickness of the whole cortex and 34 regions with known functional specializations. We identified 199 significant loci and found significant enrichment for loci influencing total surface area within regulatory elements that are active during prenatal cortical development, supporting the radial unit hypothesis. Loci that affect regional surface area cluster near genes in Wnt signaling pathways, which influence progenitor expansion and areal identity. Variation in cortical structure is genetically correlated with cognitive function, Parkinson's disease, insomnia, depression, neuroticism, and attention deficit hyperactivity disorder

Carrabine, J. (ed.) 'Sexualities : Personal Lives and Social Policy'

No abstract available

Summative co-assessment: A deep learning approach to enhancing employability skills and attributes

Service-learning is a pedagogy that combines academic study with service to the community. Voluntary work placements are integral to service-learning and offer students an ideal opportunity to develop their employability skills and attributes. In a service-learning course, it was considered good practice to raise students’ awareness of the development of these skills and attributes. To enable this, the assessment in the course was adapted accordingly, and thus an innovative, summatively co-assessed oral presentation was introduced. This study investigates the effects of using this type of assessment, in which students were required to give an oral presentation of their critical reflections on the employability skills and attributes they had developed during the course. This practitioner research study was a small project using qualitative semi-structured interviews and a focus group with students engaged in service-learning. Although this study uses service-learning pedagogy as its basis, the concept and practice of summative co-assessment is transferable to other academic courses