Case 2


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Case 2 - Third year undergraduate unit

Description

This case study was conducted within a third year Curriculum Studies – Humanities and Social Sciences II (HSIE) unit within an undergraduate Education degree. Adaptively-released assessment feedback (ARAF) strategies were implemented in the first assessment task in the unit, Assessment 1: Portfolio – Electronic Resource, in which students create a portfolio of resources for six topics from the Primary History and Civics and Citizenship curricula. The word limit for the essay is 2500 words; it is worth 35% of the overall grade for this unit.

Video

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Strategies

The adaptively-released assessment feedback (ARAF) strategies used in this unit included:

At the beginning of the semester

Students receive assessment task details, instructions and marking rubrics.

Before assessment task submission

Students complete assessment task, according to assessment task details and instructions, using the marking rubric for guidance.
Students complete the marking rubric as a self-assessment task.
Students submit their assessment task with their completed self-assessment rubric through the Turnitin portal on the Learning Management System (Moodle).

After assessment task submission

After submitting their assessment task and self-assessment rubric, the students participate in tutorials where they share their portfolio (Assessment Task 1) with their peers. During this tutorial, students receive peer feedback on their tasks, discuss questions about their task efforts (see list below) and record these ideas.
- If I did this task again what would I do differently?
- What can I take from this task to help me improve in the future?
- How will I use what I learned here for future tasks?
- What did I do well in this task? What did I do poorly in this task?
Lecturer marks the submitted assessment tasks, recording 1) qualitative assessment feedback on the marked-up assessment task; and 2) quantitative feedback on the rubric.
After the tutorial in which students share their portfolio with their peers, they will receive qualitative feedback from their lecturer, via a link in the LMS, in the form of annotations throughout their assessment task and some overall comments.
Once the marked-up assessment tasks, including qualitative feedback, are accessed by all students, the quantitative feedback is released within the rubric, including a grade, criteria ratings and an overall comment.
Students complete a paper-based survey in an on-campus tutorial that requires responses to their qualitative feedback and details of their plans (if any) of how to use it in future learning.
- Describe what you thought immediately after you read through the qualitative feedback (comments) provided to you about the assessment task.
- Describe what you felt immediately after you read through the qualitative feedback (comments) provided to you about the assessment task.
- Describe what you did immediately after you read through the qualitative feedback (comments) provided to you about the assessment task.
- Describe how you plan to use this feedback in your future learning and studies. On a scale from 1 (not helpful at all) through to 10 (very helpful), how would you rate the effectiveness of receiving feedback in this way?

Students are provided with quantitative feedback about Assessment Task 1 in the form of a marking rubric with the applicable scale highlighted together with an overall mark out of 35.

Students complete a paper-based survey in an on-campus tutorial that requires responses to their qualitative feedback and details of their plans (if any) of how to use it in future learning.
- Describe what you thought immediately after you read through the qualitative feedback (comments) provided to you about the assessment task.
- Describe what you felt immediately after you read through the qualitative feedback (comments) provided to you about the assessment task.
- Describe what you did immediately after you read through the qualitative feedback (comments) provided to you about the assessment task.
- Describe how you plan to use this feedback in your future learning and studies. On a scale from 1 (not helpful at all) through to 10 (very helpful), how would you rate the effectiveness of receiving feedback in this way?

Rubric

The following rubric was used by students as a self-assessment task and by the lecturer to mark the students’ assessment tasks.

CRITERIA	Level of attainment
1. 6 topics	Not evident	Insufficient evidence	Adequate coverage and application	Proficiently covered and executed	Comprehensively and creatively executed
2. Rationales	Not evident	Insufficient evidence	Adequate coverage and application	Proficiently covered and executed	Comprehensively and creatively executed
3. 5 resources per topic	Not evident	Insufficient evidence	Adequate coverage and application	Proficiently covered and executed	Comprehensively and creatively executed
4. Quality of resources provided (higher order thinking, differentiation, use of ICT and multiple intelligences)	Not evident	Insufficient evidence	Adequate coverage and application	Proficiently covered and executed	Comprehensively and creatively executed
5. Organisation and layout	Not evident	Insufficient evidence	Adequate coverage and application	Proficiently covered and executed	Comprehensively and creatively executed
6. Grammar, punctuation and spelling	Not evident	Insufficient evidence	Adequate coverage and application	Proficiently covered and executed	Comprehensively and creatively executed
7. Core values, Christian worldview and Aboriginal perspectives	Not evident	Insufficient evidence	Adequate coverage and application	Proficiently covered and executed	Comprehensively and creatively executed
Marks deducted for lateness	(10% per day)
Total	/35

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