Formative Assessments in Design Learning - My Laureate

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

15 October 2012 2 Formative Assessments in Design

Learning

Purpose of Assessments

• Inform Progress

• Confirm Strengths

• Identify weak areas

• Direct Improvements

• Help plan further action


Learning

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


Learning

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!


Learning

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


Learning

Assignment Outcome

Project Outcome

Module Outcome

Level Outcome

Programme Outcome

What?


Learning

Programme & Process of Learning

B A Level 1

Foundation

Level 3

Level 2

Dependence

Collaborative

Independence


Learning

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


Learning

When?

Formative

EARLY IN MODULE?

MID-STREAM?

LATE IN MODULE?

Summative

Schedule of Formative Assessment 15 October 2012 10

Formative Assessments in Design

Learning

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

15 October 2012 11


Learning

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.

15 October 2012 12


Learning

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


Learning

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

15 October 2012 14


Learning

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)

15 October 2012 15


Learning

Programme Outcome

Module Learning Outcome

Assessment & Grading

Constructive Alignment

Feedback Form Design

Timing/ schedule

Forms & Methodology

Language of

Communication


Learning

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


Learning

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.

15 October 2012 18


Learning

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


Learning

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


Learning

Feedback Sandwich

The interactive Approach

• Encourages self-assessment and reflection

15 October 2012 21


Learning

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


Learning

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


Learning

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


Learning

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

15 October 2012 25


Learning

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


Learning


Learning


Learning

Technical Language

• Build a definitive glossary of essential terms and add examples

• Explain the terms and concepts to students


Learning

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


Learning

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

15 October 2012 31


Learning

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


Learning

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


Learning

Achromatic Gradation

1 2

1. Understanding of Brief

2. Colour Application Skills

3. Presentation Skills


Learning

Improved version of

Achromatic Gradation

following

Formative Feedback


Learning

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


Learning

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


Learning

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Thank you

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Formative Assessments in Design Learning - My Laureate