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Stephen W. Draper, Department of Psychology, University of Glasgow.
Department of Psychology
University of Glasgow
David Nicol and I chose to write our papers without reading each others' drafts. This will make our discussion during the conference important for us personally by satisfying the condition of different starting beliefs that the literature tells us is necessary for us to learn and develop during it, and it will help launch wider discussion by others that is the core business of the conference, and from which its chief value to us will come. I can expect our views to be different because our experience within the project is not identical. The main influences that have driven and are driving constant revision of my best version of assessment principles are: a) constantly seeking to integrate everything I know about education: does anything show that a given version of the principles is wrong or incomplete?; b) talking to students informally or as part of my teaching or from evaluation activities such as focus groups and questionnaires; c) the experience of designing a generic questionnaire "AFEQ" (Assessment and Feedback Experience Questionnaire) based on a version of the principles; d) looking at some other sets of principles for assessment, which I have gathered for reference on a small set of web pages at: http://www.psy.gla.ac.uk/~steve/rap/principles.html
What makes a good principle? A preliminary answer is a principle that is practicable to implement, but is not yet common practice (so it's worth saying), and can be applied across contexts and particularly across disciplines.
Relatively soon after the project began, it became clear that this entirely missed the issue of what Chickering & Gamson call "time on task". David Nicol examined a set of 11 assessment principles by Graham Gibbs, and selected 4 that expressed this issue: what I shall call Gibbs' 4 principles. These principles address a different issue: not technical information that a pre-motivated learner can use to tune and correct their knowledge, but how to get students to engage in regular learning work. The overall aim or super-principle might be expressed as "Organise a programme of steady work productive of learning". What students are using feedback for under the Nicol principles is to adjust (regulate) the content of their learning, while under the Gibbs principles it is time and effort that is being regulated. This relates directly to the issue of time management that in first year is one of the common problems that drive students in trouble to seek help from advisors. It also relates to the literature showing that many students ignore expensive written formative feedback and pay attention only to their marks: formative feedback only helps students adjust content, but they need marks (or in general, measures of success) to allow them to regulate their effort.
It is revealing that we didn't initially grasp this. The whole HE industry is organised around disciplines. One consequence of this is that academics' natural assumption about students is that they are dedicated to their discipline, and hence that in learning, the only issue is how to get better at that discipline. In fact students are required to timeshare between multiple tasks, and often between subjects as well. Even if they worked 24 hours a day, and devoted their effort entirely to learning and to no other aspect of life, they would still have to choose how much time to spend on each task. They need feedback on how good their decisions on this are, and assessment should be designed to give them this information.
However there is a third major kind of self-regulation our universities require students to do: choosing subjects. I first began to grasp this when during a discussion with a colleague over the design of the feedback sheets our department used, we casually asked a student what she thought of the feedback on those sheets she had got in the first year. She hesitated, and then said "Well, all I wanted to know was whether I was a psychology student, or whether I should switch to Geography". (Of course our feedback hadn't helped in any way with this).
Academics usually forget this: we have made our choice, and prefer to assume students are apprentices who have also made their choice. However all universities in fact allow course changes, and many are structured in order to require students to take numerous subjects at first and then make a choice. The university sees this as a feature, but academics generally do not support students in this central learning function (despite the research showing that mismatches between students and courses is a major cause of dropout). This is another piece of self-regulation, and assessment for learning implies that assessment should be designed to support this choice. REAP so far has nothing to say about this major aspect of assessment in HE. It is a third feedback loop. It is also notable that Ecclestone, addressing a Further Education audience, naturally does have assessment principles focussed on this need. The corresponding overall aim or super-principle might be "Provide students with the guidance and information about both their own abilities and the available courses to support successful decision making by them".
This section expresses a worry based on the cybernetic metaphor for feedback: that there is not one but a number of feedback loops (only the most obvious three of which were discussed above), each supporting the regulation of a different factor. This line of thinking seemed to imply that we might need a separate set of principles for each such loop or factor. While it is important to check that all are being addressed, pilot work on AFEQ indicated that in practice students had no trouble in general drawing information about multiple factors from a single assessment activity, so principle proliferation is perhaps not the worry it seemed.
Traditionally, academics assume "feedback" is what teaching staff provide. An important part of the thrust in the Nicol principles however is to promote self-assessment and peer-assessment. This is for several distinct, but mutually reinforcing, reasons. One is that lifelong learning will require a much greater degree of autonomy and less dependence on teachers. Another is that the great expansion of higher education without the possibility of a proportionate increase in the number of HE teaching staff means that other sources of individualised feedback must be used. A third is that sometimes these other sources are actually better: working it out for yourself is probably better (when it works) than depending on teachers; a peer's explanation can often be better adapted to your understanding than a staff member's.
This suggests three sources of assessment and feedback: self, peer, teacher.
These should all be considered as sources in each case and context.
A fuller list of sources would be:
The elements in a learning feedback loop may similarly be ennumerated, and then each particular course design may be interrogated for how well it supplies each element. The most obvious element is a judgement by the teacher (or peer, or ...) indicating a difference between what was done and what was wanted. However as Sadler has emphasised, this cannot be of any use to a student who does not understand what the desired standards (the assessment criteria) were. It's no good telling a student their essay should "be more critical" if they do not understand what being critical means (in this discipline). Thus understanding the criteria is another necessary element in the loop. Another basic point is that unless there is an opportunity to apply the feedback to doing the task better, nothing can be gained. Finally, it can be worthwhile to apply the medical analogy to feedback and distinguish identifying symptoms, diagnosing the underlying disease, and prescribing a remedy. Putting this together suggests these generic elements to a learning feedback loop:
So how might we assess the adequacy of the REAP 11 principles? Compared to other sets I have seen, they seem good. Compared to an ideal of being comprehensive, the above list of omissions shows they are seriously incomplete. However we might argue that from the viewpoint of making a practical impact, simply repeating principles that are widely attended to (e.g. making summative tests fair) will distract attention from a selection of a few that might make the biggest improvements in today's common practices. On this practical view, the 11 principles' most important messages are probably 1) Make much greater use of peer-assessment and self-assessment practices. 2) Do more to ensure learners understand and can actively use the assessment criteria and concepts.
Besides all these ideas, however, which mainly come from established literature or the restructuring of the ideas in the Nicol principles around more explicit use of the feedback loop concept, there are some others emerging from strikingly successful learning designs. It thus seems that these might score the highest in practical impact, and in having been omitted from REAP and other published principles.
In summary, there are two parts to this principle: a) responsiveness or frequency, i.e. how often such adjustments to the teaching are made, with standard practice being once a year, but a number of innovative designs arranging to do it every week; b) contingency or size of the change: how much of the content of teaching is made to depend upon prior information from students such as their responses to quizzes, or submitted questions. Informally it may also be said that students feel much more part of a class when it is visibly responsive to the state of the students. In fact lecturers who use humour or other comments to show awareness of the class feelings and situation seem to gain much higher ratings than others, even though in fact they are not adapting their teaching in a way directly relevant to learning content.
This relates to the abstract ideal of one to one personal teaching, which would be completely responsive and contingent. What is notable about the learning designs mentioned is that they are ways of achieving these properties with very big classes. They depend upon creating a functioning channel from learners to the teacher. If this is from quizzes, it requires creating the questions. If it depends upon volunteered input from students, it requires not just having a channel, but working hard to create the atmosphere in which sufficient students feel it is comfortable and worthwhile to send in comments and questions. This may require significant effort from staff, but it seems to bring significant learning benefits.
One successful recipe is for each group member to work solo on a set of problems (in say, statistics or maths or physics) until they get stuck; and then bring their remaining problems to the group for "unsticking". The converse pattern, also successful, is that in the Bates case study at this conference: working in a group on the first few of a new type of problem, so that initial problems are dealt with and some confidence accumulated, followed by solo work on the remaining problems to check that each student can now do them without help. In contrast we have seen problems in groups without these recipes: either resenting others exploiting their work and feeling they would do better solo, or else enjoying groups but never working solo and usually doing poorly in exams later since they have never attempted a task unsupported.
Although some students and some course designers have found successful recipes intuitively, many of the rest of us do not find this principle intuitively obvious. There are probably at least three underlying concepts we have to correct to clear the way for it.
Firstly: learning generally involves a progressive withdrawal of scaffolding, as discussed in the next section. It is not enough only to "go through" a task with others helping; not enough to "see one" without then proceeding to "do one". Secondly, most group work in all settings other than academic ones is about division of labour ("collaboration" in some literature) to achieve a jointly produced outcome. The point of division of labour is NOT having to do, or to know how to do, each other's work. Essentially all the group-work literature in business, management, and most psychology concerns only this type of group. However learning groups should have a different aim: to end up with everyone being able to know and do the same things independently ("cooperation" in some literature). Many learning groups are unproductive perhaps because they naturally and unconsciously adopt tactics suitable for non-learning groups. However you cannot learn for someone else; and you may not really be able to read for someone else. You can however do other things for them: test them, offer them alternative explanations, exercise their knowledge (which reading does not do), and so on. Thirdly, I, and I suspect others, have misunderstood Tinto's distinction between social and academic integration. In fact, as has often been reported, students seldom have problems making friends or having a good social life. What is less routinely the case, however, is students having people and occasions on which they discuss academic issues. Thus social activities, ice breakers, freshers' parties etc. are "social" in the everyday sense, but are not addressing the key issue: working together on academic (not social) tasks. A subtle but important correction to interpreting Tinto is to consider social-academic as referring to the solo-group axis, and considering that every learning activity may be done in either way, and that the most productive is probably a judicious mix in which the two modes are brought into a productive relationship. For instance it is not really enough just to spend some time in each mode: what is best is to prepare by solo work for what to do in a group, and then follow up the group work by solo work. The Baxter course design brings this home because the participants never meet in the flesh, only online. Many of them express at the end of the year how good they feel their group was: but it isn't friendship in the usual sense of meeting and socialising together. It is however true "social integration" or "learning community" in the sense of their learning being better and feeling better because peers are involved centrally in it.
The Bates case study illustrated one recipe that is explicitly designed into
the course, by requiring both a phase of group work, and then an enforced and
assessed phase of solo work on each set of problems. The Baxter course design
goes to some effort (following problems observed in the preceding pilot
project) in specifying to each group how they might divide up the work, and
requiring that each person does a different part solo. It requires them in the
larger tasks then to assemble the parts into a single essay. However there
seems to be at that point considerable variation between groups, and only the
best minority go well beyond simply pasting them together, and have a real
group discussion on improving the joint product.
Of course as long as the teachers are organising it, there is no need for learners to do so or even to think about it. Thus if we adopt the aim of promoting learner autonomy and self-regulation, then we should probably adopt a policy of progressive withdrawal of scaffolding: begin by providing them with fully organised activities, and then leave more and more of it to the learners to arrange. The dual facets of learner proactiveness and withdrawal of scaffolding are connected at a profound level. In the classic cases of scaffolding, for instance in an adult helping a child with a jigsaw, there is not in fact any real question that the child can do all the actions (manipulating the jigsaw pieces): what they can't initially do is chain together the actions into a productive sequence. In other words, scaffolding is largely a matter of skill at planning and management rather than of component subskills. Similarly in HE learning, students may not really appreciate the importance of each activity at first (for instance, how and why peer assessment is useful), but can progress from compliance to organising it themselves.
Implementing the progressive withdrawal of scaffolding often requires contingency based on feedback from learners to teachers. Course designs in HE frequently fail to show any variation in the amount of scaffolding: misplaced ideas of "consistency" lead to what is in fact, for learning, worst practice, like keeping a plaster cast on a leg year after year instead of taking it off at the first possible moment to start exercising the muscles. Individual course designers however sometimes show a good practical grasp of it. The Baxter course design has some aspects of this, with set tasks later on in the year coming with less explicit support and breakdown into component tasks than earlier ones.
In talking about the need to promote student self-regulation, we manage not to notice that students do self-regulate: it is just that they don't make the regulatory decsions we think they should. E.g. they miss lectures, only start work on assignments a day before the deadline, refuse to come to my peer assisted learning schemes, etc. Of course we don't quite like to say this out loud, because then we would sound even to ourselves as if we wanted to remove their self-regulation and just make them do what they are told.
In talking about student empowerment, it's usually about how students should choose the assessment criteria, choose the curriculum, choose the assessment type. But these are only the things that teachers are currently tasked with, not the learning process as a whole. There is no attempt at a balanced, let alone learner centered, perspective. In our year three, for example, only about 15% of students' time is contact time: the rest they already manage themselves. But we don't talk about their exercise of that power, so the discussion is only about the teachers' view of the process.
In doing research, what we like most is measuring changes in exam results. We know that that immediately gets the attention of both university management and other academics. Yet that is only measuring what academics dictate and value. We don't usually do research on what graduates, looking back, value about what they learned, and then measure that in current students. Research, too, is essentially teacher-centered.
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