From: Changing the culture of assessment: the dominance of the summative assessment paradigm
Need for more authentic assessment | Provision of feedback without (or before) grades | Provision of one-to-one mentoring following assessments | Improved quality of feedback | Feedback regarding correct ‘model’ answers | Improved multi-source feedback by peers | Other | ||
---|---|---|---|---|---|---|---|---|
Individual post-it suggestions | Students | 0 | 1 | 2 | 3 | 4 | 0 | 6 |
Clinicians | 1 | 0 | 5 | 3 | 1 | 0 | 3 | |
Pairs/trios | 1 | 1 | 4 | 2 | 0 | 0 | 0 | |
Sub-groups | 1 | 1 | 2 | 2 | 0 | 0 | 0 | |
Whole group | Discussed in detail. Largely supported in the group. | Discussed in some detail. Discussion led by two students. Clinicians implicitly critical. | Discussed in detail, but largely dismissed as logistically impractical. | Discussed very briefly – difficult to provide feedback when considering mark of borderline candidates. | Not discussed. | Brought up briefly by clinician near the end of the meeting | Not discussed | |
Individual follow-up interviews | Students | All discuss need for greater authenticity | One students remains strong advocate, others critical. | All supportive, while recognising practical constraints | Not discussed | Mixed views | ||
Clinicians | ¾ discuss need for greater authenticity | All are critical | One clinician supportive, others critical | Not discussed | Mixed views |