SlideShare Presentation on Assessment Feedback

Headshot JuliePosted by Julie Delazyn

The impact of assessments on learning is something Questionmark Chairman John Kleeman has written about extensively in this blog. He has explained psychology research that demonstrates the importance of retrieval practice – including taking formative quizzes with feedback — as an efficient way of retaining learning for the long term.

John has been focusing lately on what the effective use of feedback can bring to assessments, and he shared what he’s been learning during a presentation at the Questionmark Users Conference on Assessment Feedback – What Can We Learn from Psychology Research?

In this SlideShare presentation, John Kleeman explains how assessments and feedback can influence learning and offers some good practice recommendations.

For more on this theme, check out John’s conversation with Dr. Douglas Larsen, an expert in medical education at the Washington University in St Louis, about Dr. Larsen’s research on how tests and quizzes taken during learning aid learning and retention in medical education. You can also click here to read John’s post about ten benefits of quizzes and tests in educational practice.

Effective assessment feedback needs motive, opportunity and means

John Kleeman HeadshotPosted by John Kleeman

Assessment feedback, whether it relates to a question, a topic or an entire assessment, has tremendous value – but only if learners make practical use of it! I’d like to share some solid approaches about feedback and talk about how a couple of Questionmark reports can help you put them into practice.

From Andrew Morgan (quoted in Valerie Shute’s excellent ETS research report on feedback), we get the concept that to be effective and useful, feedback needs the following:

  • Motive – the learner wants to follow the feedback
  • Opportunity – the learner has it in time to use it: it’s not given too late for action
  • Means – the learner is able to use it: the feedback is actionable

Another good way to think about feedback comes from Dr Steve Draper of the University of Glasgow School of Psychology in his presentation at eAssessment Scotland in 2012:

“There is no point in giving feedback to a learner unless the learner acts on it: does something concrete and differently because of it”.

Feedback needs to be processed to be usefulFeedback that the learner doesn’t read isn’t valuable.

Feedback that the learner reads but doesn’t process isn’t valuable.

You must get the learner to evaluate the feedback and adjust their thinking as a result of the feedback, i.e. process the feedback and do something with it.

I’ve been wondering about how you can apply these concepts using the Questionmark coaching report when presenting an assessment score as feedback.

Most learners are motivated to use their score achieved in a test as feedback; they want to get a high scores next time. And if they can take a test again, they have the opportunity to use the feedback. But a score on its own is just a number. How can you help learners use their scores as catalysts for action?

Clearly, a score is more valuable if it can be compared to something, and there are three obvious comparisons:

  • Ipsative, comparing score to previous attempts: have you done better than last time?
  • Criterion referenced, comparing score to a benchmark: have you reached the desired standard?
  • Normative, comparing score to how others do: how do you compare to your peers?

Questionmark’s Transcript report lets learners view all their results and see how they improve or change over time. And Questionmark’s Coaching report includes the concept of benchmarks – you can set a benchmark for the assessment and for each topic. What you may not know is that the Coaching report allows you to compare a score against the average of a group of other test-takers. You can define the group of people by a variety of demographics and then display how the participant compares against their scores. This screenshot shows how to set this up:

Setting a comparison in the coaching report

Giving learners information about how they compare to others can be a powerful motivator; I encourage you to explore this capability of the Questionmark Coaching report.

For more on general concepts of processing feedback, see Steve Draper’s interesting page here. Questionmark users can see more information on the Coaching report comparison options on the Questionmark support site. And if you want to hear more from me about assessment feedback, I’ll be speaking about it at the Questionmark user conference in March.

Three levels of assessment feedback

Joan Phaup

Posted by Joan Phaup

Feedback can be used not only to tell test or quiz participants their final results but also to add tremendous learning value to formative and diagnostic assessments. In a recent post in his own blog, our CEO Eric Shepherd describes three levels of feedback: Assessment Level, Topic Level, and Question/Item Level. He also explains the different types of feedback available at each of these levels.

You can get some more advice about the use of feedback by reading this Jim Farrell’s previous post on this subject and checking out the feedback descriptions on our Web site.

New Questionmark Training: Customizing the Participant Interface

Joan Phaup

Posted by Joan Phaup

Are you responsible for ensuring that the Questionmark Perception participant interface conforms to organizational style guidelines and meets the requirements of assessment users?

A special two-day course, set for March 18 and 19 in Miami, will help you understand the expanded capabilities of the completely new participant-facing interface in Questionmark Perception version 5.

The course is designed for experienced Perception users seeking an in-depth understanding of the standard interface features and layouts available in Perception version 5 and how they differ from those in version 4. Participants will look under the hood of the participant-facing software, which includes login and assessment list screens as well as assessment delivery and feedback screens. Learn about tools, techniques and best practices for customizing the interface templates. Then apply what you are learning through hands-on exercises that are based on the needs of real-world Perception users.

Course participants who also attend the Questionmark Users Conference March 14 – 17 are eligible to attend the course at a discounted rate.

Click here for complete course details and registration information, including details about the discount for conference participants.