Conference sessions in Assessment and feedback
Formative Peer Assessment
Presentation at Northern Economics Network: March 2023,Gradescope For Programming And Maths Assignments
Presentation at Northern Economics Network: December 2023,Assessment Structure in an Ethics & Economics module – how to Encourage Critical Thinking and Self-Directed Learning?
Presentation at Northern Economics Network: December 2023,Providing Individual Feedback in Paper Exams with Large Groups using Excel Conditional Formulae
Presentation at Northern Economics Network: December 2023,Möbius for Assessment
Presentation at Northern Economics Network: December 2023,Pedagogical implications of group work as assessments
Presentation at DEE 2023,Videos as a form of assessment in Economics
Presentation at DEE 2023,Gradescope: Improving marking and feedback in economics courses
Presentation at DEE 2023,Essays in Economics in ICU: Resuscitate or Pull the Plug?
Presentation at DEE 2023,The death of exams? Grade inflation and student satisfaction when coursework replaces exams
Presentation at DEE 2023,Specialisation or total excellence: a study of of the UK and Continental Europe marking scales
Presentation at DEE 2021,Does feedback improve students’ performance? Evidence from a final year compulsory module
Presentation at DEE 2019,This paper evaluates the impact of written feedback on the academic performance of final year economics students. The intervention takes place in a compulsory final year module, Advanced Macroeconomics. Feedback is provided on small essays (500w) using a template that provides forward guidance and identifies the weaknesses and strengths of the work to the student. The activity is designed according to the ‘seven principles of good feedback’ popularised by Nicol and Macfarlane‐Dick (2006). Data on the feedback activities has been collected over 5 years, providing us a sample of over 700 observations. We match participation data with individual data on students’ exam performance; the week in which the essay was written; the student’s programme; individual characteristics including, past performance, gender, disabilities, or participation in job placements. This allows us to evaluate the impact of the feedback, and whether timing or programme of study have a differential effect. To investigate these issues, we use a difference-in-difference approach, where participants in the feedback activity are the treatment group and the control group are students of similar characteristics that did not participate in the feedback activity. Our preliminary results suggest that feedback has a non-linear impact, with those at the top of the grade distribution benefiting the most from feedback. We also observe some gender differences that we continue to investigate. This paper extends the existing feedback literature that has focused on the impact of interventions on student satisfaction and on students-staff understanding of feedback.
Using formative assessment feedback and self‐regulated learning to influence student engagement: tackling the wide distribution
Presentation at DEE 2019,This paper investigates an approach to addressing a widening of the distribution of student ability and willingness to engage with Higher Education Economics courses. The widening distribution issue is overviewed in the context of a mixed-ability principles unit (Level 4 core microeconomics unit) and particular attention is given to combating disengagement from participating in learning activities of both the highest and the lowest ability students. Our work is underpinned by the seven principles of good feedback practice identified by Nicol and Macfarlane-Dick (2006) and focuses on developing three key elements to add to the student experience for those on an undergraduate Economics course – 1) a blended learning environment that encourages participation; 2) capacity for staff to identify students’ ability and willingness to engage early on as well as capacity for students’ to effectively reflect on their learning and self-regulate; and 3) timely interventions for students at the top and bottom of the distribution which promote engagement. A combination of Virtual Learning Environments and in-class activities are used to assess both initial student ability and willingness to engage as well as to give and receive frequent feedback on what strategies are most effective in maintaining engagement. Realised results in the unit are observed once students complete their first year of undergraduate studies and the link between attainment and engagement is investigated while acknowledging the potential impact of external and pre-existing factors.
Skills-based teaching in economics: case studies using online learning and portfolio assessment
Presentation at DEE 2017,A portfolio is a collection of texts and/or other materials, usually including a reflective commentary, submitted as evidence that learning has taken place. There are examples of portfolio-based assessment in economics education but the method is not in widespread use in this discipline. In this presentation, we will reflect on both our own and our students experience of using a portfolio method for the assessment of two courses in Health Economics at UCL. In our presentation specifically, we will share student experience of what works and what does not. The benefits and features of a portfolio that extends learning and builds foundation skills will be described with examples from our own work. Finally, we will explore the extent to which this assessment form differentiates students, stretching the able and supporting those feeling challenged by new concepts.
