Assessment and Feedback: Evidence-based Strategies

We want to engage in assessment and provide useful feedback to pupils, but this can’t rely on simply more time and effort or marking. This session positions the problem in terms of the effectiveness of information – not more marking, but better information provided at times and in ways that will be retained by learners and transfer to future work.

Evidence from cognitive science has shown repeatedly that the extent to which learning sticks is not closely related to the amount of time spent on practice. It also casts doubt on some common practices, such as aiming to give feedback as soon as possible after an assessment. We will explore the evidence in this session, and you will be guided on specific applications to low-stakes tests and quizzes, including ways of setting and grading assessments that are minimal in preparation time and yet impactful.

An emphasis will also be placed on providing students with feedback that is actionable and transferable – taking account of research on both memory and metacognition to provide a realistic picture. Overall, this session provides a route to focused, efficient, and psychology-informed assessment practices that will work better in the classroom and cut down on wasted time and effort.