Assessing learning and exchanging feedback

Assessing learning and exchanging feedback is, in my opinion, the heart of the education system. It reveals one’s past, present, and future as an educator and, in some ways, of the educatee too. I would like to discuss a few points regarding my recent assessment completed for one of my units, “Advanced Mathematics and Statistics for Data Science and AI,” for postgraduate students at the Creative Computing Institute, UAL.

I used to wonder that I have been teaching and assessing since 2001, yet I discover something new about myself every time I undergo the same process. How interesting life is! Occasionally, it even makes me feel ashamed that I have not mastered the art of teaching and learning, even after so many years. However, I found a fantastic answer after reading the book “Education for Critical Consciousness” by Freire, P. In it, he strongly argues against the view of being cast as a charismatic guru who imparts wisdom to willing disciples without criticism. He emphasizes the importance of dialogue and respect for all voices (Freire, 1974). The essay sails with this a back drop.

The assessment brief for the unit mentioned above consisted of two separate tasks: continuous assessment and a final project. I would like to list the challenges under three phases: 1. Assessment task, 2. Assessment evaluation, and 3. Assessment feedback. These challenges can be mapped with expectations, process, and results. Were the students given a demystification session about the task? Was there a system to ensure their understanding? Did they know what was expected for an “A” grade and beyond? Feedback cannot be discussed without considering the task and the process that demanded it. Students perform not only based on their skills but also on the challenges presented in the task and the guidelines for achieving the best grades.

With these considerations in mind, several strategies were formulated and experimented with:

1. The assessment brief was thoroughly discussed in the classroom, and open criticism was welcomed.
2. Feedback was noted, and a refined draft of the assessment was provided to the students.
3. A checklist with mapped learning outcomes, assessment criteria, and expectations for grades was provided.
4. A section was allocated for students to note down their challenges along with their final submissions, serving as feedback for improvement.

Upon providing these resources and publishing the results, feedback from students revealed the following points:

1. This approach saved them time and helped them focus on what needed to be turned in.
2. They appreciated being involved in the formulation process, which gave them a sense of belonging and responsibility.
3. Points listed in the feedback were addressed in subsequent assessments.

Students were also invited for one-to-one tutorials after reading their final assessment feedback, where verbal explanations were provided regarding the grading process and its alignment with learning outcomes and assessment criteria.

However, criticism arose from some students questioning the need to provide feedback to the tutor, as they believed tutors should already possess the necessary knowledge. While I do not have a definitive answer to address these thoughts, I continue to explore ways to handle them.

In conclusion, mutual feedback exchanges have contributed to growth and improvement, fostering a better learning environment for all involved.

References:

Freire, P. (1974) Education for critical Consciousness. New York: Seabury Press. 

Rinne, I. (2024) Same grade for different reasons, different grades for the same reason?’, Assessment & Evaluation in Higher Education, 49(2), pp. 220-232. DOI: 10.1080/02602938.2023.2203883.