TY  - JOUR
TT  - INNOVATION IN ASSESSMENT AND FEEDBACK: ENHANCING THE STUDENT EXPERIENCE
AU  - Adamson, Elizabeth
AU  - Webster, Brian
PY  - 2015
DA  - September
JF  - The Eurasia Proceedings of Educational and Social Sciences
JO  - EPESS
PB  - ISRES Publishing
WT  - DergiPark
SN  - 2587-1730
SP  - 102
EP  - 106
VL  - 3
KW  - assessment
KW  - feedback
KW  - student experience
KW  - enhancement
KW  - innovation
N2  - This study utilised TESTA (Transforming the experienceof students through assessment) to examine assessment and feedback processesand practices within nursing and midwifery under graduate programmes of studyat Edinburgh Napier University (UK). TESTA is a tried and tested process thatuses validated tools and has been widely accepted by Higher EducationInstitutes worldwide. Three triangulated methodologies are used to gather datarelated to current assessment and feedback practice through an audit and thestudent voice is heard by means of a questionnaire and focus groups. Theresults of our TESTA approach demonstrated that students experienced mainlysummative assessments and a wide range of assessment type yet failed to see thevalue of some forms of assessment. The findings also demonstrated that studentswere unclear about goals and standards expected of them and were dissatisfiedwith the quality and quantity of feedback they received. The study initiated adialogue amongst staff and served as a catalyst for appropriate changes inassessment and feedback practice within the current programmes. Groups of staffworked on specific priorities within the data and the outcomes of this informedthe design and development of a new curriculum.
CR  - Ball, S., Bew, C., Bloxham, S., Brown, S., Kleiman, P., May, H., McDowell, L., Morris, E., Orr, S., Payne, E., Price. M., Rust, C., Smith, B. & Waterfield, J. (2012) A marked improvement: transforming assessment in higher education. York, The Higher Education Academy. Retrieved from http://www.heacademy.ac.uk/resources/detail/assessment/a-marked-improvement.
Beaumont, C., O’Doherty,  M. & Shannon, L. (2011) Reconceptualising assessment feedback: a key to improving student learning? Studies in Higher Education, 36 (6) 671-687.
Braun, V. & Clarke, V. (2006) Using thematic analysis in psychology. Qualitative Research in Psychology, 3 (2) 77-101.
Gibbs, G. & Dunbar-Goddet, H. (2009) Characterising programme-level assessment environments that support learning. Assessment and Evaluation in Higher Education, 34, (4), 481-489.
Hartley, P. & Whitefield, R.  (2011) The case for programme focused assessment. Educational Developments, 12,(4), 8-12.
Jessop, T., El-Hakim, Y. & Gibbs, G. (2011) The TESTA project: research inspiring change. Educational Developments, 12, (4), 12-15.
Jessop, T., El-Hakim, Y. and Gibbs, G. (2014) The whole is greater than the sum of its parts: a large scale study of students learning in response to different programme assessment patterns. Assessment and Evaluation in Higher Education, 39, (1), 73-88.
Jessop, T., El-Hakim, Y. and Gibbs, G. (2014) TESTA in 2014: A way of thinking about assessment and feedback. Educational Developments, SEDA, 21-24.
McDowell, L. (2012) Programme focused assessment: a short guide. Retrieved from http://www.pass.brad.ac.uk/short-guide.pdf
UR  - https://dergipark.org.tr/en/pub/epess/article/332670
L1  - https://dergipark.org.tr/en/download/article-file/331876
ER  -