Posted by: MandyS | August 2, 2014

Assessment and feedback

Thus far, we have looked at the role of automatic feedback via interactive quizzes and adaptive testing. I can see the benefits for law students in terms of knowledge acquisition i.e. do they know the government institutions and what they do, but not in terms of the extent to which parliamentary supremacy is limited. As has been highlighted in the forum, there are too many variables in subjects like law and health and social care where there are often no right and wrong answers and the real test of the students’ skills is whether they can argue a good case.

I agree that automatic feedback has the advantage of being instantaneous and motivational; being able to go over the questions until they get them right can certainly build confidence that right answers are achievable, but as others have said, this type of feedback lacks the personal touch. Students may be achieving the successful learning envisaged by Black but I struggle to see how the lack of tutor involvement has the ability to integrate assessment into the teaching and learning process. I may be wrong, but the readings so far suggest that assessment for learning envisages a dialogue between tutor and student to achieving effective and successful learning. As one forum post suggests, the student can’t take advantage of the tutor pointing them in the right direction or suggesting other materials which might assist with their understanding. Yes it promotes self-assessment and the student taking control of their own learning but it is at the expense of the socio-constructive approach to learning that the previous readings suggested were so important to effective learning.

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