Assessment and Feedback

The purpose of this SIG is to bring together a community of cross-disciplinary practitioners to exchange ideas around different aspects of assessment & feedback to develop resources and innovate within that area of practice.
What this SIG is for:
Initially, we will draw on examples from the Anatomy of Assessment resource to illustrate practice across the College and generate discussions around the following topics that we think will be valuable to colleagues across different departments:
 
  • Approaches to assessing group work
  • Embedding AI into assessment practices
  • Developing student feedback literacy
  • Innovative assessment methods
  • Implementing peer assessment
  • Embedding dialogic feedback principles
  • Sector-wide challenges in assessment and feedback

This year, the SIG is co-lead by:

  • Emma Passmore (Principal Teaching Fellow- Earth Science and Engineering)
  • Monika Rossiter (Senior Teaching Fellow - EDU and CHERS)
  • Vijay Tymms (Principal Teaching Fellow- Physics)

Meeting Schedule:

We convene once a term to ensure everyone has the opportunity to participate and contribute. These meetings serve as a forum for lively discussions, presentations, demonstrations, and networking opportunities.

Communication Channels:

Our primary communication platform is Microsoft Teams. Here, you'll find updates on upcoming events (General Channel).

If you would like to join a SIG, fill out the form here to be added to the mailing list. You will then be informed about future activities. 

Meeting history

18 June 2024

Agenda

Arrival, welcome, grabbing food/ tea/ coffee 
Presentation: Spencer Cockerell will speak on his work on designing an ‘assessment feedback agreement’ document, in the dept of Electrical & Electronic Engineering
Presentation: Peter Johnson will speak about automated feedback on self-study, followed by questions & discussion. 
Open discussion on the theme of student feedback literacy. 

Summary

Spencer Cockerell (EEE) presented a working document on Feedback Literacy, which outlines expectations for students and staff and acts as a commitment to provide, recognise and engage with feedback, including use of reflective feedback portfolios for students. Peter Johnson (Mech Eng) presented Lambda feedback, an online study platform that provides automated formative feedback on self-study. The platform automatically scaffolds feedback for students, allowing them to make low stakes mistakes and to make progress quickly, enhancing their contact time with teachers. Students work through problem sets in their own time and with stepped feedback; introducing “game” elements (e.g. progress leaderboards) might enhance engagement. 

Next session to be confirmed.

There will be more information on future sessions provided here.