TransFORMing Feedback to TransFORM Learning

Marren, A. , MacDiarmid, C. , Chen, J., Ling, X., Newman, I., Yi-Hsuan Tsai, A. and Xue, X. (2020) TransFORMing Feedback to TransFORM Learning. 13th Annual University of Glasgow Learning and Teaching Conference, 25 Aug 2020.

Abstract

The importance and value of formative feedback and assessment for learning are well-attested in the literature (Black & Wiliam, 2006; Hattie & Timperley, 2007; Nicol, 2010; Nicol, Thomson & Breslin, 2014). In this presentation we will describe how we have transformed our approach to feedback through the design of constructively aligned formative tasks in preparation for assessments. These include approaches to engage students with formative feedback, that is feedback for learning. We will also present the findings of a staff-student collaborative evaluation of these approaches providing valuable insights into the students’ perceptions of assessment for learning. The MEd and MSc TESOL programmes, a small and small-medium masters, are professionally oriented and cater to a range of student profiles. Many are new to HE in the UK, some are returning after a considerable time away from study, and all need to be able to negotiate the diverse assessment requirements. As 1-year PGT students, this transition needs to happen in a compressed time period. Drawing from our background in education and language teaching, we have implemented a variety of ways to scaffold students in preparing for summative assessments. This ‘front loading’ of feedback encourages reflection along with a focus on the process of learning and has increasingly incorporated assignment familiarization tasks and peer feedback, partly to engage students with criteria and promote active learning and partly as a response to growing numbers. The programmes receive very good evaluations in PTES and course evaluations for assessment and feedback but these only provide a general picture. We present findings of a staff-student evaluation of the approaches to feedback for learning, in order to provide a better understanding of what works and what is less effective. The approaches discussed in the presentation can be applied to a wide range of courses.

• Item Type: Conference or Workshop Item
• Additional Information: This was a staff-student partnership evaluation of assessment practices on two PGT TESOL programmes. The initial plan was to conduct an online survey followed by focus groups. Paper presented at the 13th Annual University of Glasgow Learning and Teaching Conference, University of Glasgow.
• Keywords: Assessment & Feedback, staff-student partnership, evaluation, peer feedback, formative feedback.
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: MacDiarmid, Dr Carole and Marren, Mrs Aneta
• Authors: Marren, A., MacDiarmid, C., Chen, J., Ling, X., Newman, I., Yi-Hsuan Tsai, A., and Xue, X.
• Subjects: L Education > L Education (General); L Education > LB Theory and practice of education > LB2300 Higher Education
• College/School: College of Arts & Humanities > School of Modern Languages and Cultures > Language Centre
• Copyright Holders: Copyright © 2020 The Authors
• Publisher Policy: Reproduced with the permission of the publisher

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