HET101 Teaching and Learning in Creative and Academic Practices in HE

Assignment 4. – Supporting assessment and feedback

One to One Sessions

All students have the opportunity to ask their librarian for support either through a pre-arranged session or just as an impromptu drop-in. It can be
about an aspect of using the library or developing research skills, but most sessions are initiated by an assignment. The student usually presents
with the assignment title or question and wants support in finding material to help answer it. Some students have, prior to the session, conducted
some research and some students have not. The assessment task for me is to understand where the students are in their understanding, where
the gaps are in their knowledge, how they learn best, the academic level of the research material required and how best to provide the support
they need.

My main aim is to encourage the students to enjoy the research process. If they start to find the process satisfying they are more likely to use it for
further assignments and in new contexts. Being able to assess students successfully during these one to one sessions is really important in being
able to achieve this aim.

Although these sessions do not formally sit within the curriculum, they provide the opportunity for students to receive further support in achieving
the learning outcomes of the course.
 Assessment Cycle

Setting the
assignment

Launching the
assignment

Reviewing the
assignment

Assisting the
assignment

Feedback on the
assignment
HET101 Assignment 4
Assessment cycle grid

Setting the Deliberations? Own observations:

assignment
Is there constructive alignment between
teaching, learning and assessment?
Does the assignment allow students to
demonstrate appropriate skills, knowledge
and understanding?
Launching the Deliberations?
assignment
Are there opportunities for verbal briefings
and Questions & Answer sessions?
Are students offered samples of high, medium
and low standards of work?
Assisting the Deliberations?
assignment
Are there formative feedback opportunities?
One to one sessions are hinged on assessment of understanding and the style
of learning of the individual. I have created 2 prompt sheets – 1 for them to
take away and 1 for me. This helps me assess their current level of
understanding about research, the level of information they need and the
amount of help they require based on e.g. the research question, their level of
understanding or the amount of time they have for research.
According to John Bigg’s definition of Constructive Alignment I shape the
learning in these sessions around the learning outcomes defined in the
assignment briefs, whilst also assessing what I consider to be the necessary
research-focused learning outcomes of the session. I am also guided by the
student’s needs, questions and levels of understanding. It is also much easier
for me to support the students when I understand the context of the
assignment and know the tutors who have created these.
The prompt sheets help me assess more consistently and provide more
thorough feedback for these students, however each student presents in a
different way and it is difficult to get the assessment right each time.
Own observations:
Usually these sessions are delivered face to face which allows helps me more
quickly and easily assess the type of support, help or information they need.
My main priority in these sessions to be friendly and relaxed to help the
students feel at ease – if they are they will be much more receptive to new
information and willing to ask questions.
I do not provide feedback about the level of their research skills as I am keen
to encourage students at whatever level they can manage. However there
may be an opportunity in the near future for students to make their own
assessment of their research skills. This may also become more necessary if
research skills are included more prominently in the marking criteria of
assignments.
Own observations:
The one to one session is in itself a formative feedback opportunity, however
students might find they receive more useful feedback from a second session.
Sometimes students bring their own laptops to these sessions – this works
 Does the teaching and learning prepare
students for the mode of assessment (e.g.
presentation development if assessment is via
a presentation)? Does it provide opportunities
for practice and to learn from any mistakes?
Feedback on the Deliberations?
assignment
Is there a tight marking turn-around time so
that students can learn from this assignment?
Are there any opportunities for students to
discuss their marks and feedback comments
with lecturers?
Does the written feedback and numerical
grade match on each assignment?
Can the students understand the feedback
comments?
Can the students apply the learning from the
feedback to other areas of their work?
Reviewing the Deliberations?
assignment
Were there sections of the assignment brief
that caused confusion? Should the brief be
redrafted for next year?
Was there any external examiner feedback on
this assignment?
really well as the students can conduct the searches themselves and navigate
their way to different databases rather than having this demonstrated to
them. If they have their own laptop there is more chance for enquiry-based
learning to take place – encouraging students to think about how to answer
their assignment questions, identify keywords and try out different databases.
I can then be there to support and provide direction and encouragement as
needed. This type of learning allows students to learn from mistakes and for
me to provide further guidance if I assess that it is required.
Own observations:
No formal marks are given for research skills. Occasionally this is recognized
as an element of the marking criteria, but librarians are not directly involved in
this process. I sometimes give verbal feedback on e.g. choice of databases or
search terms or evaluation of an article they have found.
Although I do not provide written feedback, I do provide them with a prompt
sheet to take away where we have written down the search terms or
highlighted databases or library materials for use. It is hoped that this gives
students a reminder of what we looked at in the session which gives them
somewhere to start when they continue the research process. I have not had
any direct feedback on this yet as the prompt sheets are fairly new.
I try to get across in the one to one and group sessions that learning research
skills are important for all areas of their studies and life outside formal
education – by giving practical examples and encouraging them to try their
search skills and techniques in different places. These are skills employers will
want – the ability to search effectively, analyse and evaluate information
sources. This recognition will help meet the needs of ‘curriculum alignment’
process.
Own observations:
Assessing students understanding is a constant learning process – quite hard
to always get it right. It is always helpful to develop and explore new ways of
explaining things clearly and to consider different learning styles and how to
play to the student’s strengths. Many students I see are dyslexic and so I am
always looking a new methods and technologies that will better support these
students.
Key points emerging:

On reflection, there are not enough opportunities to feedback on research skills. Students who choose to have a one to one session with a
librarian will be informally assessed and given help and feedback as appropriate, however most students will not engage with this opportunity. On
the other hand, it would not be possible to provide this level of support to all students. Maybe the development of the online information literacy
module will go some way to providing assessment and feedback on research skills to the broader student population.
It would be really useful for librarians and lecturers to work together on supporting the delivery of assignments especially, for example, on
research methods modules. I think it would also be helpful for librarians and lecturers to work to together to help ensure ‘curriculum alignment’
takes place in the construction of a module or assignment.