{"id":22794,"date":"2023-11-01T19:43:32","date_gmt":"2023-11-01T23:43:32","guid":{"rendered":"https:\/\/pacificopencourses.col.org\/qa4odfl2\/?page_id=22794"},"modified":"2023-11-01T19:43:32","modified_gmt":"2023-11-01T23:43:32","slug":"managing-assignment-feedback","status":"publish","type":"page","link":"https:\/\/pacificopencourses.col.org\/qa4odfl2\/learning-challenges\/management-and-administration-for-student-support\/managing-assignment-feedback\/","title":{"rendered":"Managing assignment feedback"},"content":{"rendered":"
\n
\n
\n
\n
\n
\n
\n

The management of assignments is one of the most challenging aspects of managing learning in distance education. Both teachers and learners should understand assignments as a teaching and learning strategy, not just as an assessment tool, as highlighted in Unit Two. If assessment is to meet the overall teaching and learning purpose, students need to be given enough time to do the assignments, and to give and receive feedback in order to learn from the process. Think back to Unit Two where you explored three forms of assessment: assessment of learning, assessment for learning and assessment as learning. A good teacher will ensure that assignments for open school learners serve these three purposes.\n<\/p>\n

One of the most important aspects of assessment in distance learning is giving and receiving feedback on assessment. Feedback plays a critical role in student development, motivation, and satisfaction. In the next activity you will explore ways in which you can provide feedback to students.\n<\/p>\n

\n\t
\n\t\t
\n\t\t\t\"activity\"\n\t\t<\/div>\n\t\t
\n\t\t\t

Learning activity 4<\/h2>\n\t\t<\/div>\n\t<\/div>\n\t
\n\t\t
\n\t\t\t<\/p>\n
    \n
  1. Think about the types of assessment from Unit 2.\n<\/li>\n
  2. Copy Table 10 and tick the type\/s of feedback relevant to each type of assessment. You can tick more than one. Then go to question 3. Do not complete the last column yet.\n<\/li>\n<\/ol>\n

    \n<\/p>\n

    \n\t\t<\/div>\n\t<\/div>\n<\/div>\n

    \nTable 10: Types of feedback relevant to each type of assessment<\/i>\n<\/p>\n\n\n\n\n\n\n\n
    Type of assessment\n<\/th>\nType of feedback\n<\/th>\nLearner support services\n<\/th>\n<\/tr>\n
    \n<\/td>\nLearner to learner\n<\/td>\nTeacher to learner\n<\/td>\nWritten\n<\/td>\nVerbal\n<\/td>\nIndividual\n<\/td>\nGeneral\n<\/td>\n\n<\/td>\n<\/tr>\n
    Assessment for<\/b> learning\n<\/td>\n\n<\/td>\n\n<\/td>\n\n<\/td>\n\n<\/td>\n\n<\/td>\n\n<\/td>\n\n<\/td>\n<\/tr>\n
    Assessment as<\/b> learning\n<\/td>\n\n<\/td>\n\n<\/td>\n\n<\/td>\n\n<\/td>\n\n<\/td>\n\n<\/td>\n\n<\/td>\n<\/tr>\n
    Assessment of<\/b> learning\n<\/td>\n\n<\/td>\n\n<\/td>\n\n<\/td>\n\n<\/td>\n\n<\/td>\n\n<\/td>\n\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
    Click here to download the table<\/a><\/div>\n

    3.\tNow, go back to Table 8 in learning activity 3.\n<\/p>\n

    a.\tIn your context, identify the types of learner support service that you can use to provide assessment feedback to students.\n<\/p>\n

    b.\tWrite in the relevant learner support services next to each assessment type in the last column. You may write more than one learner support service for each assessment type. You may also write down additional support services that your institution provides that are not in Table 8.\n<\/p>\n

    \n<\/p>\n

    \n\t
    \n\t\t
    \n\t\t\t\"discussion\"\n\t\t<\/div>\n\t\t
    \n\t\t\t

    Reflection<\/h2>\n\t\t<\/div>\n\t<\/div>\n\t
    \n\t\t
    \n\t\t\t<\/p>\n

    Here is an example of what your table may look like, but remember it will be different in each context:\n<\/p>\n

    \n<\/p>\n

    \n\t\t<\/div>\n\t<\/div>\n<\/div>\n

    \nTable 11: Example of what your table may look like<\/i>\n<\/p>\n\n\n\n\n\n\n\n
    Type of assessment\n<\/th>\nType of feedback\n<\/th>\nLearner support services\n<\/th>\n<\/tr>\n
    \n<\/td>\nLearner to learner\n<\/td>\nTeacher to learner\n<\/td>\nWritten\n<\/td>\nVerbal\n<\/td>\nIndividual\n<\/td>\nGeneral\n<\/td>\n\n<\/td>\n<\/tr>\n
    Assessment for<\/b> learning\n<\/td>\nx\n<\/td>\nx\n<\/td>\nx\n<\/td>\nx\n<\/td>\nx\n<\/td>\nx\n<\/td>\nE-mail<\/p>\n

    Tutorials at centres
    \nStudy groups
    \nTutorial letters\n<\/p>\n<\/td>\n<\/tr>\n

    Assessment as<\/b> learning\n<\/td>\nx\n<\/td>\n\n<\/td>\n\n<\/td>\nx\n<\/td>\nx\n<\/td>\n\n<\/td>\nLearning Management System (LMS)<\/p>\n

    Study groups
    \nVacation workshops\n<\/p>\n<\/td>\n<\/tr>\n

    Assessment of<\/b> learning\n<\/td>\n\n<\/td>\nx\n<\/td>\nx\n<\/td>\n\n<\/td>\nx\n<\/td>\n\n<\/td>\nTutors<\/p>\n

    LMS
    \nContact sessions\n<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

    All of the learner support services your institution provides are part of a system. Feedback on assignments needs to form an integral part of that system. For example, once students have completed and submitted assignments they are sent to the institution for marking. There needs to be a well\u2013designed system for receiving, recording and distributing assignments to markers. Once received, facilitators\/teachers mark the assignments using a carefully designed rubric. Meaningful feedback should be given, which learners can use to improve \u2013 assessment for learning and teaching. The marked assignments should be recorded before they are dispatched back to learners so that marks can eventually be integrated in the term or year grade \u2013 assessment of learning.\n<\/p>\n

    It may feel as if giving regular feedback will be a daunting task. There are ways to reduce the workload associated with regular feedback such as using tools that can provide automated feedback, engaging students in peer-feedback, and providing feedback to the entire class instead of individual students.\n<\/p>\n

    When providing feedback, consider the following elements:\n<\/p>\n