Feedback and Marking

Dr Charles Martin

Plan for this session

In this session we will:

  1. Understand a bit about the goals and design of assessments
  2. Look at the features of effective feedback
  3. Evaluate some different approaches to feedback
  4. Look at how rubrics can support assessment

Task: Worries and Questions (5mins)

What worries and questions do you have about feedback and marking?

Use the sticky notes from your table and answer these two questions:

  1. What questions do you have about feedback?
  2. What questions do you have about marking?

One question per sticky note! We will hear some together from each table.

Assessment and Feedback

Purpose of assessment

Diagnosing

  • Focus on what is known
  • Beginning of topic/course
  • Identifies prior learning

Monitoring

  • Focus on learning process during a course
  • During a topic/course
  • Promotes reflection and improvement

Evaluating

  • Focus on evaluation
  • End of topic/course

Course assessments

What are the assessments in the course(s) you’ll be tutoring in?

  • What each assessment involves
  • When the assessments are due
  • Your role as a tutor

Are these assessments opportunities for feedback? What is the purpose?

Task: Effective Feedback (5mins)

By yourself, reflect on your experiences giving and receiving learning feedback. What does effective feedback look like?

Individually write down 3 adjectives, one per sticky note: Effective feedback should be…

Share your 3 adjectives with your group and explain why you chose them.

We will make a big list together on PollEverywhere.

Reflect on feedback.

Principles of effective feedback

Aspects of feedback

Actionable

  • Provides steps the student can take.
  • Promotes learner autonomy.
  • Is essential for active learning.
  • Affects future performance (i.e. is future-focused).

Constructive

  • Focuses on strengths and areas for development.
  • Is respectful of the student.
  • Is objective and evidence-based.

Ongoing

  • Occurs across the semester.
  • Guides students in their progress.
  • Supports learning expectations.
  • Maintains student engagement.

Consistent

  • Is maintained for all students, teams and the semester.
  • Shows clear connection between feedback and marks.
  • Is fair and equitable.

Timely

  • Is provided sooner rather than later.
  • Respects students’ time and effort.
  • Allows students the time to reflect, adjust and improve.

User Friendly

  • Helps ensure comprehensibility and understandability.
  • Ensures that feedback is relevant to learner.
  • Enhances the impact of feedback.

Transparent

  • Is open and impartial.
  • Demonstrates alignment between learning outcomes, feedback and marks.
  • Advises clearly what and how to improve.

Dialogic

  • Provides opportunity to ask questions or clarify.
  • Takes the form of a discussion with the student.
  • Encourages active engagement with the feedback process.

Goal Referenced

  • Focused on specific goals and tasks.
  • Clarifies expected standards or criteria for success.
  • Is written with the student in mind.

Applying the principles

Consider this approach below when providing feedback:

You may also apply facilitation techniques where appropriate.

Challenges with feedback

“But the tutor told me my project is great!”

  • Managing time and resources for providing and following up on feedback
  • Potential student over-reliance on teacher feedback
  • Managing class sizes or marking loads
  • Managing student expectations about feedback.
  • Effectively tailoring feedback to learner needs
  • Potential miscommunication or misunderstanding

What might you do to overcome or address these?

Tips from a Convenor

Some students will attack feedback and use the content to appeal a grade.

  • Know the ANU grading rubric (more later): don’t write “excellent work” when it’s at the credit level. A credit is “good”.
  • Write why the work was at the grade level, and what areas prevent it from being higher.
  • If it’s a fail, be clear: “This work does not meet our standards… (some parts) show developing understanding (these parts) could be improved”.
  • Always address the work, not the student.

Be careful about providing feedback in person (e.g., in labs) on assessment items outside of written communication. Students can (and do) use casual conversations as a basis for appeal.

Takeaways

  • Focus on the task, not the learner.
  • Remain objective and measure the student’s work against the task objectives, marking criteria and standards.
  • Ensure feedback is clear, specific and tailored to the learner.
  • Avoid personalisation, e.g. “I…” and “you…” but also personally judgemental and emotive words.
  • Be careful when discussing marking guidelines, systems, processes or organisation with students. Any student questions or concerns should go to convenors so that messaging is consistent.
  • Encourage students to engage with feedback.

Evaluating Feedback

Task: Evaluating Code Feedback (10mins)

  • Which marker’s feedback is the most effective?
  • What makes it effective?
  • What impact would the feedback have on the student?

Task: Evaluating Essay Feedback (10mins)

  • Which marker’s feedback is the most effective?
  • What makes it effective?
  • What impact would the feedback have on the student?

Task: Evaluating Maths Feedback (10mins)

  • Which marker’s feedback is the most effective?
  • What makes it effective?
  • What impact would the feedback have on the student?

Rubrics and Marking Criteria

Rubrics

Question: Do you look at rubrics or marking criteria as a student? Do you know how to find them?

  • Provide clear criteria for both student and marker.
  • Allow consistency and clear feedback – where and how students can improve.
  • Can be provide various levels of detail.
  • Can be used before (preparation) , during (production) and after (feedback, reflection, review and improvement)

Rubrics in the assessment process

  • Before assessment:
    • Unpack what is required.
    • Understand expectations and approaches.
    • Focus learning and set goals.
  • During assessment:
    • Students examine and evaluate own progress.
    • Teachers use rubrics as focal point for moderation (e.g., in a larger cohort)
  • After assessment:
    • Give feedback against specified criteria.
    • Identify strengths and weaknesses and areas to improve
    • Understand the standards and how grades are allocated

https://www.uow.edu.au/student/learning-co-op/assessments/rubrics/

ANU Grade Standards

Grade Letter Grade Mark (%) Standards
High Distinction HD 80-100 exceptional quality…
Distinction D 70-79 superior quality…
Credit C 60-69 good quality…
Pass P 50-59 satisfactory quality…
Fail N 0-49 Attainment of learning outcomes has not been demonstrated

ANU Policy: Student assessment (Coursework)

Rubric: Blog

Rubric: Essay

Rubric: Presentation

Rubric: Sonic Artwork (COMP1720)

CRITERIA HD D CR P N
Sophistication of articulation and application of concepts of computer-based art. (50%) The artwork applies highly sophisticated concepts. The statement describes and critically engages in these qualities to an excellent or outstanding degree. The artwork that applies sophisticated concepts. The statement that describes and discusses these qualities. Some concepts have been applied but there may be gaps in sophistication. The statement describes these qualities. The artwork that may only apply some concepts or apply them in a simplistic way. The statement describes these qualities. The artwork does not sufficiently apply these concepts and the statement may not describe them sufficiently.
Sophistication of application of visual and physical interaction concepts that reflects on recent developments. (25%) Excellent to outstanding interactions that are expressive, sophisticated, and enhance the viewer’s experience. Very good application interactions that are expressive and enhance the viewer’s experience. Interactions that are expressive but may not enhance the viewer’s experience. Interactions that may be simplistic rather than expressive and do not enhance the viewer’s experience. The work may not feature significant interactive features or features that do not engage the viewer or enhance their experience.
Sophistication of design and construction of a p5.js program that is appropriate for the task. (25%) Excellent to outstanding program design that is appropriate for the task and supports a highly engaging experience for the viewer. Very good program design that is appropriate for the task and supports an engaging experience for the viewer. Good design and construction. The program is functional and sufficiently sophisticated to support the task. The program is functional and supports the task, but may not be entirely appropriate or sufficiently sophisticated. The program does not adequately support the task, is not appropriate, or is not sufficiently sophisticated.

Rubric: Solo Computer Music Work (COMP4350)

CRITERIA HD D CR P N
Sophistication of application of fundamental concepts in sound and music computing. (50%) Excellent to outstanding SMC implementations going beyond learning materials. Very good application of SMC concepts, but not beyond learning materials. Application of SMC at level of learning materials. May have gaps in some areas. Some effort to replicate SMC learning materials resulting in functional SMC software. May have only applied some SMC concepts covered. Very little SMC software or software that is below the level of learning materials.
Sophistication as a solo performance with a computer music instrument, of a computer music composition or as an interactive media work. (50%) Excellent to outstanding performance. Sophisticated interaction and presentation demonstrating in-depth exploration of SMC software. Excellent adherence to the submission format. Very good as a computer music performance with detailed interaction and presentation that demonstrates the SMC software. Excellent adherence to the submission format. A good computer music performance that may not show sophisticated interaction and presentation of the SMC software. Good adherence to the submission format. A satisfactory performance that may have limited interaction and weak presentation of the SMC software. The adherence to the submission format may be poor. Below acceptable standards as a performance. May have very poor adherence to submission format.

Grade Level to Marks

Tip for marking from a rubric: Work out consistent marks for each grade level, e.g., for a criterion out of 10:

Total HD D CR P N
10 8-10 7 6 5 0-4
5 4-5 3-4 3 2-3 0-2
4 4 3 2 2 0-1
2 2 2 1 1 0

Some LMS and paper approaches have a scale within each box.

Takeaways

  • Understand (and practice) the tools and approaches for feedback and marking expected in your School or College.
  • Where possible, ask for guidance or an opportunity to work or mark as a team.
  • Use available rubrics, criteria documents, task descriptions and standards.
  • Attend any assessment orientation, benchmarking or moderation meetings organised for the team.
  • Set a timer for each stage of the process and stick to it!
  • Take regular breaks to avoid fatigue or getting stuck.
  • Be selective, deliberate and learning-focused with your feedback.
  • Be clear about your feedback before assigning a grade or marks.

More Resources

Questions: Who has a question?

Who has a question?

It’s time for a break so we can remember questions for when we come back or for discussion over tea…

Time for tea.

References