A3: ASSESS AND GIVE FEEDBACK WITH INDICATORS OF OTHER DIMENSIONS

The design of assessment has to consider all the stages might be involved the assessment cycle, such as purposes, contexts, tasks, interactions, feedback process, learning outcomes (Bearman et al., 2016), this will help to decide assess, how to assess, what to assess, when to assess, who does the assessing, how well do we assess, what do we do where do we go for the next (Falchikov, 2013). However, I feel these theories may have somewhat ignored the importance of the role of students in each stage of the process. Students perceptions and expectations should be evaluated because the type of assessment significantly students’ approaches study (Struyven et al., 2004), their motivation of study (Leach et al., 2014), and engagement (Holmes, 2015). To enable students as part of assessment design process, I examined their perceptions on assessment type and amount. As mentioned in Section A-1.2 and A-1.3, I have found :

• Game-based formative assessment has a positive impact on students’ engagement, motivation, perceived performance (Sun et al., 2017b);

• Formative assessments of peer evaluation, reflection, and discussion are more welcomed for students at HE7 level (Sun et al., 2017a).

The majority of assessments I have adopted is individual work for learners’ knowledge, skills, attitudes/values, and behaviours. These assessments were used in either formative or summative assessment for gate-keeping, enhancement, or competence-based instruction, see the Figure above (Terenzini, 1989) [hyper link of the original source is provided for this image, you can just click on the image]. As for the development of learning outcomes, I refer to the framework from Anderson et al. (2001), see Figure 4, to ensure the learning objectives are suitable for each level of students from the dimension of knowledge and cognitive process [hyper link of the original source is provided for this image, you can just click on the image]. [A4: Effective learning environments and approaches] [K1: Design and plan learning activities] [K3: How students learn]

As for feedback, Evans (2011) maintained that the feedback is a two-way process and it has to consider from both student and lecturers’ perspectives. I involved students’ inputs in the feedback by asking them to self-evaluate and peer-evaluate. Moreover, considering different needs and backgrounds of students, some students who come to the UK to study for the first time may do not have the required skills and knowledge to prepare assessments, while the others are familiar with most of the facilities and material. I provide drop-in sessions for students who feel they needed more support or guidance. Furthermore, I value the importance of timely, integrated, and interactive feedback. Therefore, I would work overnight, during weekend or holiday to ensure students receiving their feedback as soon as possible to maximise the possible benefits they could get from the timely feedback. I tried to include integrated details from other resources by using hyperlinks to allow them to get more information. Interactive feedback was also adopted via the use of Socrative (Kaya and Balta, 2016). In general, are provided in written, oral, non-verbal, quantitative, and to enhance the effective exchanges between lecturer and students, as the in my research (Sun et al., 2017).