Fiona Doherty presents the initial concept of the A&F reflective tool to project Stakeholders at the Univeristy of Ulster.

1. Using REAP Principles and a Student Timeline to help Ulster staff reflect on their Assessment & Feedback Strategy Baseline Research & Initial Concept Fiona Doherty Instructional Technologist Viewpoints Project 30 April 2009

8. How to reuse the REAP Principles? 12. Inform and shape your teaching 6. Encourage interaction and dialogue 11. Motivate students 5. Have a positive impact on learning 10. Develop learning communities 4. Provide opportunities to act on feedback 9. Involve students when developing criteria 3. Deliver high quality feedback 8. Provide students with choice 2. Encourage time and effort on tasks 7. Develop self-assessment and reflection 1. Clarify good performance

9. A&F Mapping to a Student Timeline

10. Semester Timeline Students should receive regular, formative evaluations of their work early in the course or course components. SG Feedback should be timely and designed to enhance student progress; feedback should be forward looking rather than dwelling on past mistakes. There should be greater emphasis on formative feedback early in the semester. UG Emphasises time on tasks Emphasises time on tasks Gives prompt feedback CG 1 - Clarify expectations 5 – Constructive alignment 9 – involve in process 8- choice 1 - Clarify expectations 5 – Constructive alignment 8- choice 4 – feed forward 3 – quality feedback 7 – reflection 9 – involve in process 7 – reflection & self-assessment 2 – deep learning 6 – discussion 10 – learning communities 12 – inform teaching 4 – feed forward 3- Quality feedback to self-correct 4- feed forward 1 - Clarify expectations 5 – Constructive alignment 7 – reflection & self-assessment 10- learning communities 11. motivate 8 – Choice 11- Motivate 1 - Clarify expectations 11- Motivate RP Exams Coursework First few weeks Orientation Induction 13-16 8-12 4-7 2-3 1 0 Wks

11. Processes inform teaching Activate motivation in students Support learning communities Involve students in process Provide students with choice Facilitate reflection and self-assessment Allow for feedback discussion Constructively align to the teaching Allow feedback to feed-forward Provide quality feedback Encourage deep learning Clarify expectations Does your assessment and feedback… Provide students with choice Allow for feedback discussion Allow feedback to feed-forward Provide students with choice Involve students in process Allow for feedback discussion Allow for feedback discussion Support learning communities Provide students with choice Involve students in process Activate motivation in students Support learning communities Allow for feedback discussion Provide students with choice Involve students in process Provide students with choice Activate motivation in students Clarify expectations Constructively align to the teaching Clarify expectations Constructively align to the teaching Allow for feedback discussion Facilitate reflection and self-assessment Activate motivation in students Encourage Deep Learning Allow feedback to feed-forward Facilitate reflection and self-assessment Provide quality feedback to self-correct Constructively align to the teaching Processes inform teaching Provide quality feedback to self-correct Allow feedback to feed-forward Clarify expectations Activate motivation in students Constructively align to the teaching Clarify expectations Activate motivation in students Clarify expectations Final phase Mid-semester First few weeks Orientation Induction Examination Period Wks 8-12 Wks 4-7 Wks 2-3 Wk 1 0 Desired Essential Criteria

12. Initial concept of a reflective A&F Tool

18. Initial Feedback on Tool Concept – Ulster staff (cont.) “ Allowed me time to think through the assessment processes and my expectations at each stage.” “ It allowed me to consider the student experience of assessment and what assessment should be achieved in the development of the student.” “ It was very useful reflecting on what the student will be exposed to from initiation to the module right through to assessment.” “ It helped me consider how reflection on assessment could be configured in various stages throughout the module.”