Evaluating the assessment process
Timing and scope
Most module evaluations are taken after teaching has concluded, but before the assessment. This means that there is little to no opportunity for students to provide feedback on the form of assessment itself. If you are using non-standard assessments, you could collect evaluation data on:
- Students’ interpretation of the assessment task.
- Pedagogic and technical guidance available.
- Value of feedback and the means through which feedback was delivered.
See Section 7 for further details on evaluation approaches.
The use of learning technologies, particularly with formative assessment, allows for greater dialogue over feedback on student work. Helping students to interpret and take feedback forward in subsequent work supports a developmental approach to studying. Discussing with students how they interpreted feedback will also help your approach to writing feedback, identifying where rubrics could be clearer or link more closely to learning objectives for the module.