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Formative Assessments in Design Learning
Nien Siao
Pearl Academy, NOIDA
India
Contents • Purpose of Assessments • Feedback • Students’ Response • Understanding Design Domain • Programme & Process of Learning • Schedule of Formative Assessment • Types of Assessments • Constructive Alignment • Modes of Feedback • Structure of Formative Assessment • Process of Formative Assessment - Alignment of learning with assessment - Challenges of Design assessment
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Purpose of Assessments
• Inform Progress
• Confirm Strengths
• Identify weak areas
• Direct Improvements
• Help plan further action
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Feedback
• Primary motivator
• Provides information on the distance travelled toward goals
• Provides knowledge of success, the learner is encouraged by a sense of competence and accomplishment
• Sustain Motivation by support and approval from co-operative interaction with peers and teachers
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Student’s Response
• Confusing
• ‘You……… be more Specific’
• This is a mean reply.
• I’ tried really hard and your comment makes me feel really bad.
• I’m frustrated…
• You are not after all, as good as …….
? Vague!, Vague!, Vague!
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Understanding Design Domain • Design Learning is an amalgamation of tangible and non-tangible
outcomes: Concepts, products, communication
• Design be abstract yet its outcome is fuctional
- Its process is logical
- Its value lies in innovation and creatyivity
- Its material and production is commercial
• Evaluation of a Design process is logical, its outcome generally can be quite subjective
• Room for students to question the objectivity of evaluation.
• Need for clarity and transparency of assessment process in Design learning
• Need to develop system that communicates clearly the schedules and parametres of grading and assessment
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Assignment Outcome
Project Outcome
Module Outcome
Level Outcome
Programme Outcome
What?
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Programme & Process of Learning
B A Level 1
Foundation
Level 3
Level 2
Dependence
Collaborative
Independence
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Instructional Model Identify Instructional Goals
Pre-assess Learner’s Needs
Provide Relevant Instruction 1. Monitor learning progress
2. Diagnose learning difficulties
Assess Intended Outcomes
Improvement of Learning & Instruction
Marking & Grading Results
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When?
Formative
EARLY IN MODULE?
MID-STREAM?
LATE IN MODULE?
Summative
Schedule of Formative Assessment 15 October 2012 10
Formative Assessments in Design
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Types of Assessments
• Placement: To determine Student
performance at the beginning of instruction
• Formative: To monitor learning progress during instruction
• Diagnostic: To diagnose learning difficulties during instruction
• Summative: To assess achievement at the end of instruction
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Placement Assessment
• Purpose: To determine performance at the beginning of instruction
• Concerns: Entry level performance
- Knowledge and skill preparedness to commence
- Extent of development, understanding and skills
- Mode of instruction based on student’s interest,
work habits and personality characteristics
• Techniques: Records of past achievements, pre-tests on course objectives, self - report, observational techniques etc.
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Formative Assessment
• Purpose: To monitor learning progress during instructions
• To provide continuous feedback on learning successes and failures
• Feedback to provide reinforcement of successful learning
• Identifies learning errors & misconceptions
• To teachers: information for modifying instruction and for prescribing group and individual work
• Results are not used for assigning course grades
• Techniques: Specially designed tests, interim review of course work, and Observational techniques
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Diagnostic Assessment
• Purpose: Persistent or recurring difficulties left unresolved
• Continuous failure in a skill or conceptual understanding
• Much more comprehensive and detailed
• Technique: Specially prepared tests supported by educational, psychological, medical aid
• Appropriate diagnosis
• Development of an individual education plan
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Summative Assessment • Purpose: End of course instruction
• Designed to determine the extent of achievement of instructional goals
• Assigns course grades / certifies mastery of the learning outcomes
• Provides information for judging the appropriateness of the course objectives and the effectiveness of the instruction
• Techniques: aligned with instructional goals
• Designed achievement tests, ratings on various types of performance eg. report, project assignments, portfolio; assessment of products(eg. themes, projects, drawings, research reports)
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Programme Outcome
Module Learning Outcome
Assessment & Grading
Constructive Alignment
Feedback Form Design
Timing/ schedule
Forms & Methodology
Language of
Communication
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Alignment of Learning & Feedback
• Quality feedback promotes ‘good’ learning
• Useful when it is regular and timely
• Closely related to the outcomes of learning activities
• When feedback process is driven by teacher, students fail to engage fully with the meaning of that feedback
• Where feedback is driven by the learner’s own enquiry, through critical reflection their focus becomes the progress
Formative Learning • Identify • Structure • Articulate
Learning
Formative Assessment • Feedback • Progress • Achievement
Learning Outcomes
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Structure of Formative Assessment
Key Factors
• Ability to understand the goals being aimed for
• Ways of comparing actual performance with goals
• Skills to engage in activities which close the gap between the two.
• Feedback through self monitoring and reflection will develop an independent approach to learning in students
Generic framework
• Specific outcomes associated with each learning activity
• Learning activities to assess own learning and identify areas of uncertainity or problems
• Method that allows students and teachers engagement and achievement in these learning activities.
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Elements of Feedback
Feedback Form Design
Contents
Weightage
Timing/ schedule •Interim
•As per crucial / relevant stages
of project
Forms & Methodology Forms of Communication
Verbal
Written
Methodology
Peer aided
Panel Feedback
Group
Individual
Collaborative
Language of
Communication
• Terminologies
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Mode of Feedback
• Structured approach
• Two Common Models
- The Feedback Sandwich
- The interactive Approach
• First Strengths are identified
• Weaknesses (development needs) are identified
• Options for improvement are explored
• End on a positive note
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Feedback Sandwich
The interactive Approach
• Encourages self-assessment and reflection
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The Interactive Approach
• Ask what the students thinks went well
• Say what you and others think went well
• Ask what could be improved
• Say what you and others think could be improved
• Discuss how the improvements could be brought about
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Modes of Feedback
• Pleasant, do not allow it to become gripe sessions
• Compare multiple perspectives
- teacher’s perspective
- peer feedback
- outsider’s / external perspective
• Identify differences and similarities in perceptions
• Discuss key areas and methods to improve
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Modes of Feedback
Students Participation in Feedback
• Encourage intrinsic over extrinsic motivation
• Don’t assign grades or threaten in order to encourage participation
• Make the objectives very clear
• Coerced students cannot vote with their feet
• Requiring attendance prevents students from expressing their most sincere form of feedback
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Progress Recording • Learners record own progress
• Responsibility & ownership of own learning
• Explicit understanding of extent of engagement, level of attainment by both
• Maintaining ‘progress record’
- Record of perceived level of achievement
- Important motivator in encouraging learner engagement
- Provides ‘visualization’ of the learner’s development and likelihood of success
• First step in self-assessment and reflective process
• Forms a focal point for conversation between learner & and teacher
• Evidence in the ‘portfolio’ can be used to align teacher and learner perceptions of the degree of engagement and attainment
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Feedback Comments
• ‘Descriptive Observation’ - You have made 57 flat sketches of explorations, Good!
• ‘Advisory Comments’ – Explore alternative design direction – Graphics elements
• ‘Rhetorical Question’ – How does this interpret – ‘A Rose is a Rose is a Rose’
• ‘Praise’ – Well- written, Good Job!
• Direct Criticism – Light weight Design Process
• ‘Correctness’ - This is wrong
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Technical Language
• Build a definitive glossary of essential terms and add examples
• Explain the terms and concepts to students
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Student Name: Pavan SN
Module Title: Term Project
Assignment Title / No:
Weighting %: 100%
Tutor: Nien Siao, Cora Gotemann
Submission Date: 14.01.2011
Re-submission Date:
Students Feed Back
MAFT PROGRAMME (2010-12 Semester I)
Learning Outcomes
(From Module Specification)
Feedback against learning outcomes Area referred/ when complete
Knowledge & Understanding
understand and apply the creative process of design development .
use acquired generic, conceptual and technical skills and learning to develop a product in an area of application selected by the student
Your project on “Young Dreamers following Khadi” presents a broad approach in the creative process involv ing elaborate research and visual explorations. The explorations need to be evaluated further and built on for stronger sty ling details aiming for a fashion edge. The research on Khadi is very detailed, structured well and provides an indepth insight on the current state of the organization. The investigation could have examined the corporate directions for Khadi, as the Khadi Board is a massive conglomerate and a premium organization funded by the Govt. of India with great scope and potential for support in such developments. The fashion application needed to be benchmarked to international current market developments aiming to be fashionable. You are being well informed on the current trends in fashion sty ling could help in this aspect.
Skills, Qualities and Attributes
use research methodology as a critical tool for independent research and exploration for applied study in the given area(s)
plan and manage the above process within a given time span and basic quality requirements.
demonstrate presentation skills, both written and verbal, required to promote a product
You have applied broad research methodologies appropriately to obtain an analysis for your design development. You have alwaysbeen regular and show a lot of enthusiasm in your work. Your self –initiation and motivation is highly commendable. You exhibit excellent communication skills and supported with evidence of work. Your articulation and engagement in all aspects of the project is commendable and is v isible.
Signed by: _________________ Date: 14.01.2011
Sampler of Feedbackk
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Sampler of Feedback
Feedback to Students
• Be specific
• Don’t just give all the bad points, this can be de-motivating
• Tell exactly what is wrong, in a way that lets them feel secure and see the opportunity for improvement.
• Do not praise without identifying areas of work that need attention
• Make criteria clear to students so that they can judge for themselves how good their own performance is and give reasons for making that judgment
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Feedback …the Flip Side
• Are you helping too much?
• Spoon-feeding?
• Offering very high levels of support?
• Not enough challenge?
• Students can easily train their lecturers into this role, ……….particularly the newer ones. Are you unclear about the limits of your responsibility Too eager to please…… …………………………………………….. and they are exploiting this. 15 October 2012 32
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Challenges in Formative Assessment
• Fail to engage fully with the activities
• Ineffective use of feedback
• Increased workload on teachers
• Perceived as a judgment on them rather than their work
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Achromatic Gradation
1 2
1. Understanding of Brief
2. Colour Application Skills
3. Presentation Skills
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Improved version of
Achromatic Gradation
following
Formative Feedback
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The Final Straw….
When students are constantly ignoring an important aspect of work and taking no notice of your feedback, it may be time to change your strategy
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Bibliography • Biggs, J. (2003) Teaching for quality learning at university, 2nd edn. Buckingham: Society for Research into
Higher Education, Open University Press.
• Black, P.J. and William, D. (1998) ‘Assessment and Classroom Learning’, Assessment in Education: Principles and Practice, 5, 1, pp.7-73.
• Brockbank, A. and McGill, I. (1998) Facilitating reflective learning in higher education. Buckingham:Society for Research into Higher Education, Open University Press.
• Bryan C, Clegg K, Edited by (2007) Inovative Assessment in Higher Education, Routledge, Abingdon Oxon
• Gibbs, G. and Simpson, C.(2004)‘Conditions under which assessment supports students’ learning’, Learning and Teaching in Higher Education,1, pp.3-31.
• Knight, P. (1996) ‘Assessment reform and transforming higher education’. Different Approaches: Theory and Practice in Higher Education, Proceedings HERDSA Conference, Perth, Western Australia.
• Linn, R L, Miller, M D, (2005) Measurement and Assessment in Teaching, Ninth Edition, Dorling Kindersley (India) Pvt. Ltd., New Delhi
• Menges, R J (1987) Concepts from cybermetics and control theory applied to instructional consultation, paper presented at the meeting of the American Educational Research Association, Washington, DC, April
• Tiberius, R G, Sackin, H D, and Cappe, L (1987) A comparision of two methods for evaluating teaching, Studies in Higher Education, 12 (3), pp 287-97
• -et al. (1989) The influence of student evaluative feedback on the improvement of clinical, Journal of Higher Education, 60 (6), pp 665-81
• Tiberius, R G, Small Group Teaching: A Trouble – Shooting Guide, Kogan Page, London
• Wiener, N (1980) The Human Use of Human Beings: Cybernetics and society, Houghton Mifflin, Boston
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Thank you