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1 Professional Development in Assessment program 1

2 Conference program Cover image: Selbymay; CC BY-SA 3.0 2

3 Welcome SIG It is our pleasure to welcome you to Madrid for the seventh biennial SIG-1 assessment conference entitled Professional development in assessment: Challenges for teachers, schools and higher education programs. Assessment has become one of the most important topics in educational research. EARLI SIG 1 invites researchers and practitioners to share their perspectives on how assessment affects learning, organizational change and assessment policy with colleagues at our biannual meeting. Main themes of the conference are formative and summative classroom assessment, large scale assessment and assessment policy. We are excited to have papers, symposia and round tables that present and discuss the latest topics in contemporary and prospective educational research on assessment from multiple perspectives. Program highlights are the keynotes of professor Cees van der Vleuten and professor Gavin Brown, and the newly created JURE award. We hope that this conference will be a great opportunity for you to start or continue developing a network within the assessment and evaluation field. We encourage you to seek opportunities to work collaboratively with other international scholars as we will be receiving presenters from all over the world. We encourage you to approach colleagues during the conference and establishing new links. Madrid is a beautiful city with many wonderful places to visit. Please explore for ideas. As organising committee, we wish you all a wonderful conference and a good time in Madrid! Katrien Struyven, Ernesto Panadero, Diana Baas and David Hidalgo Organizing committee 3

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5 Organizing committee Katrien Struyven Ernesto Panadero Diana Baas David Hidalgo List of reviewers Liesbeth Baartman Diana Baas Simon Beausaert Sue Bloxham David Boud Gavin Brown David Carless Jos Castelijns Brownen Cowie Theo Eggen Judith Gulikers Clair Hughes Anders Jonsson Renske de Kleijn Eva Kyndt Sven de Maeyer Ernesto Panadero Ron Pat-El Frans Prins Marieke van der Schaaf Mien Segers Dominique Sluijsmans Kari Smith Jan-Willem Strijbos Katrien Struyven Gert Vanthournout Gerard van de Watering Bram de Wever 5

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7 Program overview 7

8 Wednesday 27 august, Welcome Main conference room PATIO Keynote: Cees Van Der Vleuten Lunch Coffee Scoping student teachers emergent perspectives of assessment literacy: Insights from three countries. Organiser: Frances Edwards; Chair/discussant: Susan Bloxham Paper 1: Chinese Students Teachers Beliefs about Assessment. Junjun Chen. Paper 2: Developing assessment literacy in early career New Zealand secondary teachers: summative assessment. Frances Edwards. Paper 3: Use of feedback in Initial Teacher Education: Goal conflict and translation of feedback to feedforward. Mark Carver. Breakout room 1 DOBLÓN Symposium Papersessions: Feedback Paper 1: Focusing Feedback: Enhancing the Effectiveness of Roundtables Table 1: Two-way Process in Science for All program- Ways to Improve the Quality of Teaching Process. Amira Rom & Michal Nachshon. Table 2: Developing a faculty specific framework for student evaluation. Inge Serdons & Iris Peeters. Table 3: Learning assessment in higher education. Orients to evaluate professional competences expressed in career s graduate profile? Verónica Villarroel Henríquez & Daniela Bruna Jofré. Table 4: Implementing curriculum indepent testing in a post-initial bachelor Special Educational Needs and Remedial Teaching. Bram Pynoo, Hans Pluym & Inge Peeters. Table 5: Module assessment: content, standards alignment and grade integrity. Carmen Tomas, Graham Thomas & Jonathan Tepper. Written Feedback. Carol Evans & Michael Waring. Paper 2: Feedback Comments in Higher Education: A Systematic Review of Evidence. Dai Hounsell. Paper 3: An interactional framework for feedback as a dialogue: The role of (inter)personal factors. Jan-Willem Strijbos & Andreas Müller. Roundtables Table 1: Application of Computer-Based Test to the Assessment of Reading Skills among Young Children. Andrea Magyar & Katalin Szili. Table 2: Using Design Based Research to Improve Assessment Literacy in Blended EFL Writing Instruction: Combining Learning Diaries and Feedback. Nuria de Salvador, María José Rochera & Ana Remesal. Table 3: Learning, assessment, and self-regulation in virtual environments: An exploratory study. David Hidalgo-Giménez & Jesús Alonso-Tapia. Breakout room 2 COMENDADOR Breakout room 3 ESCUDO Papersessions: Professional development of teachers in assessment Paper 1: Assessing student learning outcomes at academic programme level: Creation of professional development activities for university teachers. Patrick Lai. Paper 2: In search for a stimulating and effective assessment training: first results from a case study. Anneleen Claassen & Steven Huyghe. Paper 3: Improving university exams through professional development of university teachers Developing and evaluating a framework. Christoph Schindler, Manfred Prenzel & Tina Seidel. Papersessions: Students conceptions of assessment Paper 1: Students assessment conceptions in distance education. Michalis Michaelides & Pelagia Sidiropoulou. Paper 2: Assessment of Teaching Quality Based on Student Ratings Chances and Limitations of Social Comparisons. Sylvia Rahn, Miriam Keune, Christoph Fuhrmann, Sabine Gruehn & Wolfgang Böttcher. Roundtables Table 1: Towards Assessment Reform: A Professional Development Initiative Connecting Research and Practice. Hilary Hollingsworth, Elizabeth Hartnell-Young & Marion Meiers. Table 2: Assessment of Teacher Self-Efficacy Beliefs and Concerns about Teaching of Graduating Preservice Teachers in New Zealand. David A.G. Berg & Lisa F. Smith. Table 3: Three contexts; three assessment dialects: What happens when assumed common notions of criteria, standards and formative assessment hit national contexts? Svere Tveit. 8

9 Thursday 28 august, Coffee Main conference room PATIO2 Ensuring consistency in university assessment standards: the need for, and effectiveness of, academic community processes. Organiser/Chair: Sue Bloxham; Discussant: Clair Hughes. Paper 1: The case for improving community processes for agreeing standards: investigating grading consistency amongst university assessors.sue Bloxham & Birgit den Outer. Paper 2: Meaningful or Mock Transparency? Assessment standards in external examining. Margaret Price & Jane Hudson. Paper 3: Double-blind peer review : evaluating a community process for assuring academic standards in assessment. Mark Freeman. Breakout room 1 DOBLÓN Symposium Papersessions: Peer assessment Paper 1: Structuring the Role of the Assessor and Assessee in the Peer Assessment Process: The Impact on Product Improvement and Peer Feedback Quality. Mario Gielen & Bram De Wever. Paper 2: Involving student assessors in direct-performance assessment: A qualitative content analysis of provided feedback. Ji-hye Kim, Jan-Willem Strijbos & Ingo Kollar. Paper 3: Effects of peer feedback content and sender s competence on perceptions and mindful cognitive processing of written peer feedback. Markus Bolzer, Jan-Willem Strijbos & Frank Fischer Papersessions: Assessment literacy Papersessions: Assessment in teacher Paper 1: Skilful compliance or critical stance? Assessment literacy in academic communities. Birgit den Outer & Margaret Price. Paper 2: Assessing the assessment literacy: The effects of a training programme on lecturers perceptions. Victoria Quesada, Gregorio Rodríguez-Gómez & Marisol Ibarra-Sáiz. Paper 3: Examining the Assessment Literacy of External Examiners. Emma Medland. Paper 4: Assessment literacy for mixed-age teaching. Robbert Smit. education Paper 1: Should teacher education be paying more attention to student teachers perceptions of formative assessment? Donna Hurford. Paper 2: Action Research for the Promotion of Assessment Literacy among Student Teachers. Maureen Rajuan. Paper 3: Undergraduate initial teacher education students peer assessment and feedback communities: a longitudinal study. Rita Headington. Paper 4: Assessing changes in teacher self-efficacy of preservice teachers over time. Franziska Pfitzner-Eden Lunch Breakout room 2 COMENDADOR Papersessions: Test and assessment development Paper 1: The difficulty of item relevance in progress testing: the use of a rubric to appraise item relevanc. Xandra Janssen-Brandt, Arno Muijtjens, Dominique Sluijsmans & Erik Driessen. Paper 2: Learning progress assessment in reading: How can we construct and evaluate tests to monitor student reading progress? Natalie Förster & Elmar Souvignier. Paper 3: Context in mathematics examination questions. Jackie Greatorex. Breakout room 3 ESCUDO Papersessions: Feedback Paper 1: Receptivity to Feedback: Research and Implications for Teacher/Pupil Interaction. Jeffrey Smith, Anastasiya Lipnevich, David Berg & Marg Kendall-Smith. Paper 2: Work Based Assessment: Effects of Feedback on Students Achievement in a series of Mini Clinical Evaluation Exercise (Mini-CEX). Mohd Nasri Awang Besar, Mohamad Nurman Yaman, Muhammad Arif Kamarudin, Tong Seng Fah, Saharuddin Ahmad & Maddalena Taras. Paper 3: Feedback giver: effects on feedback use and implementation. Anna Espasa, Teresa Guasch & Montserrat Martinez-Melo. Papersessions: Student characteristics, assessment and learning Paper 1: The Assessment of Underachievement in Secondary School Physics: Insights into Achievement Patterns and Gender Differences. Sarah Isabelle Hofer. Paper 2: How gender influences performance assessment: Teacher-student gender interaction in focus. Katarina Krkovic, Samuel Greiff, Sirkku Kupiainen, Mari-Pauliina Vainikainen, & Jarkko Hautamäki. Paper 3: Relationship between the English as a foreign language strategy use of elementary school students and their general learning characteristics. Anita Habók & Katalin Doró. Paper 4: Using large scale PIAAC assessment data to empower professional development: Problem-solving in the context of technology-rich environments. Raija Hamalainen, Bram De Wever, Antero Malin & Sebastiano Cincinnato. Papersessions: E-assessment Paper 1: Backwash Potentials: Reporting a Summative E-Assessment trial. Rebecca Hamer, Antony Furlong & Sarah Manlove. Paper 2: Technology-based assessment of problem-solving competence in VET results from a pilot study. Rebecca Eigenmann, Christin Siegfried, Juergen Seifried, Eveline Wuttke, Kristina Koegler & Marc Egloffstein. Paper 3: Computer-based diagnostic assessment of thinking skills the case of combinatorial reasoning. Attila Pásztor, Benő Csapó & Gyöngyvér Molnár. 9

10 Thursday 28 august, Main conference room PATIO2 Coffee Papersessions: Supporting teachers assessment practices Paper 1: The assessment decisions framework: enhancing educators assessment practice. David Boud, Margaret Bearman, Philip Dawson, Sue Bennett, Matt Hall, Elizabeth Molloy & Gordon Joughin. Paper 2: Teachers use of differentiated assessment: the tiering model. Frances Wilson, Vikas Dhawan & Tim Gill. Paper 3: Effective Practice in Online Feedback - Communities of Practice. Ruth McAlister, Rachel Monaghan & Rosemary Moreland. Symposium Papersessions: Assessment and instructional quality The future of self-assessment: Considered reflections on new directions. Organiser: Ernesto Panadero; Chair: Jan-Willem Strijbos; Discussant: David Boud Paper 1: The Future of Self-assessment: A Core Skill Curriculum Instead of Another Assessment Activity. Gavin Brown & Lois Harris. Paper 2: Accuracy in Student Self-assessment: Directions and Cautions for Research. Heidi Andrade & Gavin Brown. Paper 3: The Future of Student Self-assessment: Known Unknowns and Probable Directions. Ernesto Panadero, Gavin Brown, & Jan-Willem Strijbos. Breakout room 1 DOBLÓN Paper 1: Assessment of Learning and Teaching Through Quality of Classroom Assignments. Jeanette Joyce, Drew Gitomer & Charlie Iaconangelo. Paper 2: Benefits from Evaluation Data Ways to Improve the Quality of Teaching Process. Amira Rom & Michal Nachshon. Paper 3: Around the world in A level mathematics. Jackie Greatorex, Jo Ireland, Stuart Shaw & Phineas Hodson. Breakout room 2 COMENDADOR Papersessions: Learning environments and assessment Paper 1: A proposal for authentic assessment in the law curriculum. Rick Glofcheski. Paper 2: Does testing enhance memory in an elaborative educational context? Lydia Schaap, Peter Verkoeijen & Caroline Umuhoza. Paper 3: Using an assessment conceptual framework to facilitate institutional transformation of assessment. Carmen Tomas & Rachel Scudamore. Paper 4: Economic competence of teacher students - Results from a pilot study. Christin Siegfried & Eveline Wuttke. Papersessions: Students conceptions of assessment Paper 1: Pupils conceptions of assessment in explicit and implicit classroom assessment practices. Ana Remesal. Paper 2: Different Perspectives on Teaching: How Do Teachers And Students Perceive Their Shared Lessons? Jessika Bertram, Sabine Gruehn, Sylvia Rahn & Wolfgang Böttcher. Paper 3: Student understandings of learning outcomes in teaching and assessment in higher education. Anton Havnes & Tine Prøitz. Breakout room 3 ESCUDO Papersessions: Stimulating critical thinking Paper 1: Putting AfL to practice: the role of professional development and leadership practices. Diana Baas, Jos Castelijns, Mien Segers, Marjan Vermeulen & Rob Martens. Paper 2: The effects of formative assessment on self-regulated learning skills by sixth grade pupils. Kelly Meusen, Desirée Joosten- ten Brinke & Henny P. A. Boshuizen. Paper 3: Need for cognition and complex problem solving. Julia Rudolph, Katinka Hardt, Anja Strobel, Franzis Preckel, Mari-Pauliina Vainikanien & Samuel Greiff. Papersessions: Test and assessment development Paper 1: Student efficiency on online assessment tasks of foreign language vocabulary. Tibor Vidákovich, Tibor Vígh, Olga S. Hrebik & István Thékes. Paper 2: Comparative diagnostic assessment of German and English as a foreign language vocabulary of year-olds. Tibor Vígh, Olga S. Hrebik, István Thékes & Tibor Vidákovich. Paper 3: Assessment of young learners English vocabulary with a diagnostic integrated test. Istvan Thekes & Anikó Németh JURE Award Session Conference Gala Dinner 10

11 Friday 29 august, Coffee Main conference room PATIO2 Researching new practices of feedback for learning in professional education. Organiser/Chair: David Boud; Discussant: Sue Bloxham. Paper 1: Feedback in work-based learning: not working? Elizabeth Molloy & David Boud. Paper 2: Researching feedback dialogue using interactional analysis. Rola Ajjawi & David Boud. Paper 3: WatchMe: Workplace-based Assessment and Feedback by Means of E-portfolios. Marieke van der Schaaf, Jeroen Donkers, Bert Slof, Jan van Tartwijk, Erik Driessen, Atta Baddi & Olle ten Cate. Breakout room 1 DOBLÓN Symposium Papersessions: Test and assessment New approaches to the assessment of self-regulated learning. Organiser: Julia Klug; Chair: Ana Remesal; Discussant: Eduardo C. Cascallar. Paper 1: Third wave on self-regulation measurement: when measuring is also an intervention. Ernesto Panadero & Sanna Järvelä. Paper 2: Self-Regulated Learning as a Process: Time-Series Analyses of Diary Data from Low-Achieving Students. Sabine Ogrin & Bernhard Schmitz. Paper 3: The PRO SRL Project - Assessing University Students SRL-Competencies in a multi-method-multi-informant approach.julia Klug, Jöstl Gregor, Michaela Pichler, Barbara Schober, Christiane Spiel, Markus Dresel, Bernhard Schmitz & Albert Ziegler. development Paper 1: Using Adaptive Comparative Judgement to assess academic writing: reliability, psychological validity and misfitting judges. Tine van Daal, Vincent Donche, Sven De Maeyer, Liesje Coertjens, Marije Lesterhuis, Roos Van Gasse et al. Paper 2: Validation of a video-based online-tool to assess pre-service teachers professional vision: testing the generalizability across different teacher education tracks. Gloria Jahn, Kathleen Stürmer, Tina Seidel & Manfred Prenzel. Paper 3: Response Shift and the Validity of the Retrospective Pre-Test in Training Evaluation. Valentina Piwowar & Felicitas Thiel. Symposium Papersessions: Peer assessment Paper 1: Examining undergraduate teacher assessors and assesses heuristics and their behavioural profiles in a webbased peer assessment context in science. Olia Tsivitanidou. Paper 2: Peer Assessment in a Large Introductory Class of Biosciences - The use of Peer Assessment as an effective tool for learning. Viivi Virtanen, Henna Asikainen, Pekka Heino & Liisa Postareff. Paper 3: Anonymity within face-to-face peer assessment: exploring the role of the teacher. Tijs Rotsaert & Tammy Schellens Lunch Keynote: Gavin Brown JURE awards and goodbye End Coffee Breakout room 2 COMENDADOR Papersessions: Teachers perceptions of their assessment practice Paper 1: Teachers evaluation in classroom practice. Anita Habók. Paper 2: Inquiring the origins of assessment conceptions to improve teachers assessment competence. Ana Remesal, Tomás Dominguez & Marc Lafuente. Paper 3: What does good mean? Exploring examiners interpretations of frequently used terms and qualifiers in assessment criteria. Sarah Manlove, Rebecca Hamer & Antony Furlong. Breakout room 3 ESCUDO Papersessions: Quality of assessment in relation to assessor s roles Paper 1: Quality of assessment programmes: Assessors roles in quality assurance in practice. Frans Prins, Liesbeth Baartman & Raymond Kloppenburg. Paper 2: Why isn t knowing my students a good thing anymore? An exploration of benefits and dilemmas of anonymous marking. Rosemary Moreland & Isobel Hawthorne-Steele. Paper 3: What s the point of moderation? Lenore Adie, Sue Bloxham & Clair Hughes. Papersessions: Professional development of teachers in assessment Paper 1: Context is all. Professional development in assessment does not work unless you take account of academics lived professional contexts. Lin Norton, Sarah Floyd & Bill Norton. Paper 2: Formative assessment and teaching practice: a call for educational research and teachers training. Serafina Pastore & Monica Pentassuglia. Paper 3: Continuing professional development in classroom assessment: contributions of a participative research based upon social moderation practices. Lucie Mottier Lopez, Walther Tessaro, Lionel Dechamboux, Fernando Morales & Sophie Serry. 11

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13 Abstracts Keynotes Papers Symposiums Roundtables 13

14 Wednesday 27 august, 2014 Photo: EARLI SIG1 Conference 2012 Keynote Towards a future or programmatic assessment Cees van der Vleuten Main conference room - PATIO 2 In the last 50 years the field of assessment of professional competence has seen remarkable progress. Developments in assessment technology have taken place across all areas of professional competence, ranging from cognitive to behavioural and emotional aspects of competency. This has been accompanied by extensive research. In order to make assessment more meaningful for learning, however, we need to change our thinking around assessment. We need to move from assessment of learning to assessment for learning, from individual assessment methods to a systems approach of assessment, from cross-sectional assessment to longitudinal approaches to assessment. This presentation will give an account of such a synthetic systems approach to assessment called programmatic assessment. This approach to assessment will be explained and illustrated with an existing assessment practice. 14

15 Wednesday 27 august, 2014 Symposium Scoping student teachers emergent perspectives of assessment literacy: Insights from three countries Organiser: Frances Edwards; Chair/discussant: Susan Bloxham Main conference room - PATIO 2 Initial teacher education is an important context for the development of the assessment literacy required by teachers if they are to respond to the diverse needs of today s students. The focus on teacher assessment literacy can be seen as part of the current trend to focus on teacher quality. Teacher assessment literacy has implications for teachers ability to tailor their teaching in ways that optimise student learning. And, also the robustness and clarity with which they are able to sum up and report on student learning to parents and for accreditation/ exit qualification purposes. This symposium describes and analyses the experiences, understandings and development of student teacher assessment literacy in China, New Zealand and the England. The first paper scopes student teacher understanding of assessment purposes and practices in four universities in China. Findings highlight the role of examinations and signal the implications of the wider policy and societal context for assessment. The second paper traces student teacher development in New Zealand over 18 months, with a particular focus on summative assessment in secondary science. Participants attributed their growth in assessment capability to teacher education and school-based factors. The third paper elaborates on student teacher responses to feedback within their teacher education programme. It provides insights into the dynamic between the intended and unintended consequences of student teacher s own experiences of assessment. Despite variations in the historical priority given to, for example examinations, the themes that emerged were similar. As a set, the papers highlight the complexity of assessment purposes, practices and consequences. Paper 1 Chinese Students Teachers Beliefs about Assessment Junjun Chen How student teachers conceive of assessment influences their classroom practice. This study investigated the responses of 531 first-year student teachers to a self-report Beliefs About Assessment questionnaire in six normal universities (teacher colleges) in the People s Republic of China. The questionnaire, initially developed in the New Zealand context (Hill, Smith, Cowie, Gilmore & Gunn, 2013), framed around the principles of assessment for and of learning, beliefs about approaches and methods for assessment, and assessment rigour. It comprised 46 Likert-type items and five open-ended items. The statistical software package SPSS 20 was used to analyse the questionnaire using descriptive statistic and factor analysis. Factor analysis of the questionnaire yielded four factors. The first factor related to assessment is relevant and serves many purposes. The second factor focused on assessment having negative effects (or being irrelevant). The third factor concerned the use of assessment to understand student learning. The fourth factor suggested that assessment is mainly for examinations and to prepare students for success. Thus, initial teacher education students on entry had a broad notion about the usefulness, relevance, and irrelevance of assessment for many purposes. They also demonstrated that the use of assessment is to understand students learning and prepare students for examination and success. However, what was missing was how teachers could use the results of assessment as a guide to appropriate teaching responses and what the role of students in classroom assessment might be. The results of this study provide a baseline for investigating whether the beliefs of Chinese student teachers change over period of their teacher education programme, and if so, how these changes have happened. 15

16 Wednesday 27 august, 2014 Paper 2 Developing assessment literacy in early career New Zealand secondary teachers: summative assessment Frances Edwards This paper reports on an in-depth investigation into beginner secondary school teachers assessment literacy development during their participation in a one year graduate teacher education programme and on into their first six months in schools. Teachers working in New Zealand secondary schools fulfil a range of roles and responsibilities in common with teachers around the world. The qualification system used in New Zealand schools adds a layer of complexity: teachers not only have to prepare student for external examination but also have the responsibility for assessing students within a standards-based system. The results of both internal and external assessments contribute directly to students formal senior school and school-leaving qualifications. This presentation will review initial findings from an in-depth qualitative study of eight secondary teachers. Data comprised of interviews conducted at a number of points in an 18-month period, as well as observations in university classes, a repeated survey, and the collection of a wide range of teacher-generated artefacts. The roles and influences of the teachers university teacher education lecturers and classes, their practicum experiences and mentor teachers, the school culture where they work, and their own personal views and experiences of assessment were all apparent, and contributed in a number of ways to their assessment literacy development. For each of the teachers, the formative use of all assessment types was a high priority for their practice. As the eight teachers told their stories, they attributed their changes and growth in this area to a number of factors. Their observations also exposed areas of personal challenge as they grappled with conflicting ideas. Specific examples will be provided which illustrate enablers and constraints in the development of their assessment literacy in the New Zealand secondary school context. Paper 3 Use of feedback in Initial Teacher Education: Goal conflict and translation of feedback to feedforward Mark Carver This paper will present initial findings from a mixed-methods study of over 300 undergraduate trainee teachers in a UK university. A problem was identified that trainees were unhappy with their feedback (including complaints that that it was late, insufficient, unhelpful, biased, or inconsistent). At the same time, staff did not believe that trainees made the best use of feedback, or even ignored it completely. The study started by looking at how trainees responded to their feedback, and then explored in more depth how this was related to different factors related to the student, the learning environment, and the feedback itself. This later stage involved interview and observation techniques based on the tacit nature of professional knowledge, such as using vignettes and repertory grids. A framework emerged in which feedback was better understood as serving multiple goals, so that a distinction can be made between feedback which is for learning and that designed for other outcomes, such as managerial or quality control. Analysis draws on the work of Becker et al. (1968), so that the behaviour of trainees (rather than self-report alone) is used as a basis for hypothesising about their beliefs and values. This is offered as an important shift in emphasis because it sees trainees not as using feedback incorrectly, but as behaving rationally based on the environment they perceive. It is therefore intended that this study will reveal fundamental changes which need to be made to the feedback environment experienced by trainee teachers in the UK, and how those changes need to recognise many of the different goals and unintended outcomes which relate to feedback. This project offers both a description of the feedback which can actually be evaluated as promoting learning, and an analysis of some of the specific barriers to that feedback being used effectively. 16

17 Wednesday 27 august, 2014 Paper 1 Focusing Feedback: Enhancing the Effectiveness of Written Feedback Carol Evans & Michael Waring Feedback Breakout room 1 - DOBLÓN This presentation focuses on maximising the impact of written feedback through the adoption of an holistic assessment design (Evans, 2013; Nicol, 2008). Much attention in recent years has been afforded to the development of sustainable assessment (Boud, 2000; Carless et al., 2011; Hounsell, 2007) highlighting the importance of the role and responsibility of students in the learning process if they are to be in a better position to self-assess their own work and therefore regulate their own learning. In assessing the efficacy of written feedback much attention has been focused on student engagement with feedback (Ball, 2010); issues of power in the relationship between student and lecturer (Croussouard & Pryor, 2009); tools to support understanding of the requirements of written assessment (Ramsay et al., 2007); access to feedback (Quinton & Smallbone, 2010). In this article we will argue the importance of holistic, integrated, and aligned designs in order to maximise the potential impact of written feedback (Fluckiger et al., 2009). This article describes three separate pedagogical interventions (cases) underpinned by the same theoretical framework to enhance students engagement with written feedback. The interventions have elements of an action research frame (Carr & Kemmis, 1986) involving the use of qualitative and quantitative methods. All the interventions took place in one UK university involving both newly qualified and experienced teachers undertaking postgraduate Masters study. In all three interventions the importance of attending to the following elements impacted on student engagement with written feedback: (i) student agency central involvement of students in the assessment process; (ii) authenticity relevance of assessment to the students working lives; (iii) explicit guidance clarity about what constitutes good (Sadler, 2010); (iv) feedforward emphasis on what could achieved rather than what could not through the development of rubrics, integrated assessment opportunities, front-loading of formative assessment, and focused feedback techniques. Paper 2 Feedback Comments in Higher Education: A Systematic Review of Evidence Dai Hounsell Feedback Breakout room 1 - DOBLÓN Hitherto, empirical research into the comments made by university teachers on their students learning has not featured prominently in the very extensive efforts underway in many countries to investigate student discontent with feedback and to enhance its effectiveness. The study reported here seeks to remedy that history of relative neglect. Having traced over 100 studies of feedback comments in higher education at undergraduate, taught postgraduate and doctoral levels, a systematic review is now being undertaken. The chief goal is not to produce a conventional distillation of findings for which a high degree of universality could be claimed, but rather to be attentive to, and build the review around, the diverse and inescapable contingencies of feedback (i.e. non-trivial variations in terms of commenting purposes and modes, and in disciplinary and course contexts, in higher education settings). At the core of the analyses are four interwoven facets of feedback comments: functions or ostensible purposes, content (subject and task-specific), the language through which comments are communicated, and the overt or implied pedagogical goals. The present paper foregrounds the first of these, identifying functions along a spectrum ranging from validation to amelioration but also taking in interlocutory functions such as seeking further clarification, probing, alerting, proposing, question-raising, deba- 17

18 Wednesday 27 august, 2014 ting and conversing, and canvassing options. These should not be seen as providing a standard set of practical prescriptions but rather as an aid to reflection about what kinds of comments are likely to be most worthwhile in particular circumstances. Paper 3 An interactional framework for feedback as a dialogue: The role of (inter)personal factors Jan-Willem Strijbos & Andreas Müller Feedback Breakout room 1 - DOBLÓN In the past decade interest and research into the topic of feedback revived, marked by several reviews in close succession sharing the contemporary situated perspective on feedback, i.e. context and active processing by the recipient impact feedback efficiency. Despite their shared situated perspective, they predominantly conceive feedback as a unidirectional process from teacher to student. In contrast, recent conceptualisations of feedback practices reflect a transition from unidirectional to bidirectional, receptive to interactive, and monologue to dialogue. A broad review of feedback literature in education and workplace contexts was conducted to develop a conceptual framework for feedback as a dialogue. When linking the feedback process to dialogue, the four-sides communication model provides a very useful metaphor in that each (feedback)message contains four aspects: information, appeal, self-revelation, and relationship. Core feedback aspects, processes and mechanisms featuring strongly in (peer)feedback literature could be clustered along the four sides. Furthermore, conceptualising feedback as a dialogue implies that (inter)personal factors are integral to the conceptual framework. Indeed, attribution, self-efficacy and goal-orientation are well-known processes that affect feedback reception; but there is hardly evidence as to whether, how and to what degree these processes influence feedback composition and provision. Moreover, when the sender composes and provides a feedback message (or a recipient receives feedback) his/ her representation of the recipient (or sender) is simultaneously activated and influences the composition and provision (or reception) process. The representations are in turn shaped by (a) formal status in relationships, (b) informal status qualified by competence, and (c) friendship and/or anonymity. In sum, a conceptual framework could be developed for feedback as a dialogue on the basis of a broad literature review. Substantial evidence illustrates the feasibility of the conceptual framework and its central premise that (inter)personal factors play a major role in feedback as a dialogue. Paper 1 Professional development of teachers in assessment Assessing student learning outcomes at academic programme level: Creation of professional development activities for university teachers Breakout room 2 - COMENDADOR Patrick Lai Assessing the academic and generic competence of students in academic programmes is crucial in determining the quality of programmes in universities. A review of the literature indicates that there are resistances among academic staff in developing rubrics for programme assessment. This phenomenon might be partially attributed to the fact that there are qualitatively different ways by which academic staff understood the concept of grade descriptors (Tan and Prosser 2004). The significance and originality of this paper is that it has extended the literature of use of rubrics in higher education by exploring into the area of professional development strategies to support teachers in university to make use of valid and reliable rubrics for assessing student learning outcomes at the programme level. Seven academic programmes, which ranges from hard sciences to humanities, accepted the invitation to participate in this study. The project team con- 18

19 Wednesday 27 august, 2014 ducted a systematic process of collecting and collating feedback from participating programme teams throughout the project. This involved keeping notes from ongoing observations, interviews and working group meetings with participants at strategic times during the project development. A final round of individual post-project interviews was held with key participants representing the respective programme team. It is clear from the experiences of this project that the successful assessment of institutional outcomes at the programme level begins with and is dependent upon careful planning at programme and particularly subject levels, which include several important steps. In determining and refining the professional development strategies, several steps were considered. These would include (1) defining learning outcomes at the institutional level; (2) identification of possible assessment tasks within academic programmes; (3) generation of rubrics of learning outcomes; and (4) training of assessors to use the rubrics for assessment. Details of these will be addressed in the paper. Paper 2 Professional development of teachers in assessment In search for a stimulating and effective assessment training: first results from a case study Breakout room 2 - COMENDADOR Anneleen Claassen & Steven Huyghe Assessment continues to be high on the agenda in Higher Education as many research findings confirm the impact on students learning. Despite this evidence, the assessment practices of teachers seem difficult to change or improve. In this paper we present a professionalization activity of the Educational Development Unit (EDU) at KU Leuven in which new faculty staff are guided in translating the research findings on assessment into their concrete teaching practices. Throughout the years this training has had several designs to better fit the assessment needs of the new faculty, and to be more effective in stimulating good assessment practices. The most recent iteration was to implement a modular format. Key elements of this professionalization format are an interactive session at a 2-day kick-off workshop and an accompanying module. This module starts with a task to prepare for a workshop of half a day, followed by an assignment at the own workplace, and a closing reflection session. The format of the training and the first reflections on this approach will be explained in detail. By outlining this example we want to argue that the presented approach is effective to help new faculty members reflect upon and improve their assessment practice(s). Paper 3 Professional development of teachers in assessment Improving university exams through professional development of university teachers Development and Evaluation of a framework Breakout room 2 - COMENDADOR Christoph Schindler, Manfred Prenzel & Tina Seidel Exams strongly influence student learning and the quality of acquired qualifications. University teachers are the main agents in developing exams. Therefore, professional development of university teachers is an effective means to improve the quality of exams. Effective professional development programs focus on real and relevant problems in everyday practice. Only few data is available on the assessment practice of university teachers, the problems and challenges they encounter and the problem areas and weaknesses in university exams. In this study six key building blocks for test development are derived from educational measurement literature that serve as the cornerstones of a professional development program. The goal of the study is to evaluate whether these building blocks capture the problem areas in existing exams and address the challenges university teacher encounter in developing and administering exams. Empirical investigations are conducted in the context of the profes- 19

20 Wednesday 27 august, 2014 sional development program. The sample consists of 14 university teachers from the Department of Mechanical Engineering (n=11) and Department of Math (n=3) at the Technical University Munich. Data sources are the existing and newly developed learning goals (N=57) and exams (N=16) with corresponding Items (N=598) developed by the participants. In addition, verbal data is being recorded during work meetings (N=24). The results provide data on the characteristics and problems of existing exams, on changes made during the professional development program and problems and challenges university teachers encounter in developing exams. Furthermore, inferences are drawn on the suitability of the proposed building blocks to serve as framework for professional development programs focusing on the improvement of university exams. In conclusion, this study contributes knowledge that can inform the design and purposive selection of contents to be included into professional development programs aimed at improving university teachers capacity to develop high-quality exams. Paper 1 Students conceptions of assessment Students conceptions about assessment in open distance education programs Breakout room 3 - ESCUDO Michalis Michaelides & Pelagia Sidiropoulou. Student conceptions toward assessment relate to how students approach learning and studying. Previous research has identified four conceptions: assessment as improving learning and achievement, as a means for making students accountable, as being enjoyable and as irrelevant to learning (Brown & Hirschfeld, 2008). Assessment and evaluation, as well as the overall educational experience, in open, distance higher education institutions are different from conventional tertiary institutions. The purpose of the present study was to examine students conceptions about assessment in open, distance education programs. An online survey was administered to students in an open university in Cyprus. Two hundred and sixty five students responded to a Greek adaptation of Brown s (2011) Students Conceptions of Assessment VI inventory. The notion that assessment is a process for improving teaching and learning was more strongly endorsed. Support was given for the conception of assessment as an enjoyable activity and as a means for holding students accountable for their learning. Participants expressed disagreement on items stating that assessment is irrelevant to their education. Students conceptions about their assessment in open, distance, higher education have not been extensively studied. Findings inform existing assessment practices and could guide the development of new assessment procedures tailored to open, distance education. Paper 2 Students conceptions of assessment Assessment of Teaching Quality Based on Student Ratings Chances and Limitations of Social Comparisons Breakout room 3 - ESCUDO Sylvia Rahn, Miriam Keune, Christoph Fuhrmann, Sabine Gruehn & Wolfgang Böttcher It is highly recommended to teachers and schools to use student ratings to measure and develop teaching and education quality. In this context it is common to assess teaching quality by comparing the feedback a teacher gets from his students with the average of a sample of student ratings from different schools and subjects. Although this procedure is in general use its fairness can be doubted especially for two reasons. Firstly Students are not interested in the topics of different subjects to the same extent, and secondly student ratings of teaching quality may be influenced by their interest in the topic of the lesson. Therefore the presentation is going to discuss to which extent student ratings of teaching quality are biased by the interest profile and the learning motivation of their students. Furthermore it is going 20

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