{"id":1128,"date":"2013-08-22T14:14:30","date_gmt":"2013-08-22T14:14:30","guid":{"rendered":"https:\/\/copyright.lboro.ac.uk\/teachingandlearning\/?p=1128"},"modified":"2013-08-22T14:14:30","modified_gmt":"2013-08-22T14:14:30","slug":"make-assessment-count","status":"publish","type":"post","link":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/2013\/08\/22\/make-assessment-count\/","title":{"rendered":"&#039;Make Assessment Count&#039;"},"content":{"rendered":"<p><a href=\"https:\/\/blog.lboro.ac.uk\/teachingandlearning2\/wp-content\/uploads\/sites\/13\/2013\/08\/blog-eassessment1.png\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft size-full wp-image-1131\" alt=\"eAssessment logo\" src=\"https:\/\/blog.lboro.ac.uk\/teachingandlearning2\/wp-content\/uploads\/sites\/13\/2013\/08\/blog-eassessment1.png\" width=\"131\" height=\"174\" \/><\/a><br \/>\nProfessor Gunter Saunders from the University of Westminster presented \u2018Making Assessment Count (MAC)\u2019 in this week\u2019s online eAssessment conference held from the 19<sup>th<\/sup> August till the 30<sup>th <\/sup>August.<\/p>\n<p>The MAC project\u2019s original objective was to help students get more from their marked work and they\u00a0broke\u00a0feedback\u00a0down into the three stage process SOS to do so.<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: center\"><span style=\"text-decoration: underline\">Subject<\/span><\/p>\n<p style=\"text-align: left\" align=\"center\">Coursework was marked then feedback was returned. Fundamentally it doesn\u2019t matter which kind of feedback it is but in this project they used written coursework submitted on paper with handwritten feedback.<\/p>\n<p style=\"text-align: center\" align=\"center\"><span style=\"text-decoration: underline\">Operational<\/span><\/p>\n<p>The students were asked to complete one of the self-review questionnaires using the system e-Reflect. This system produces a feedback report for the student.<\/p>\n<p style=\"text-align: center\"><span style=\"text-decoration: underline\">Strategic<\/span><\/p>\n<p>The student then visits their tutor after looking at the feedback report and reflecting on it. This tied into the personal tutoring system at the institution.<\/p>\n<p>There was a lot of\u00a0positive evidence after surveys and focus groups of students who had tried MAC that showed how it made their use of feedback much more effective. The students also found that taking their feedback report to their personal tutor gave them a good reason to approach the tutor\u00a0and ask about certain problems with their work that they wouldn\u2019t have done otherwise.<\/p>\n<p>The self-review questions are now also being used before a hand-in to get students to think about how well prepared they are and if any other developments are needed before submitting that piece of work.<\/p>\n<p>Workload for the tutors\u00a0was a worry for some but six other institutions have used it. Four of those have reported good results and the other two are still in the early stages. For some where workload was a problem the self-review report can also be used for students to share with their peers to acknowledge and use their feedback.<\/p>\n<p>It wouldn\u2019t be realistic to think that MAC would work the same way across all subjects at Loughborough University but the principle of self-review and talking through the feedback with a personal tutor is key here. It is something that some at Loughborough already do but perhaps there are more that could.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Professor Gunter Saunders from the University of Westminster presented \u2018Making Assessment Count (MAC)\u2019 in this week\u2019s online eAssessment conference held from the 19th August till the 30th August. The MAC project\u2019s original objective was to help students get more from their marked work and they\u00a0broke\u00a0feedback\u00a0down into the three stage process SOS to do so. &nbsp;<a class=\"button\" href=\"https:\/\/blog.lboro.ac.uk\/teaching-learning\/2013\/08\/22\/make-assessment-count\/\" title=\"Read More\">Read more<\/a><\/p>\n","protected":false},"author":24,"featured_media":1131,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":"","_links_to":"","_links_to_target":""},"categories":[4],"tags":[],"class_list":["post-1128","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-assessment-and-feedback"],"_links":{"self":[{"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/posts\/1128","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/users\/24"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/comments?post=1128"}],"version-history":[{"count":0,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/posts\/1128\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/media\/1131"}],"wp:attachment":[{"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/media?parent=1128"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/categories?post=1128"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/tags?post=1128"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}