3. Design Learning activities
Assessment

4. Develop Learning materials
Tools manuals

5. Implement Checklist
Preparation

6. Evaluation Sources
Instruments

Introduction

To take the next step in the transition from teaching to learning it is necessary to enhance assessment for learning to ensure there are sufficient measurement moments that track, report, and provide feedback on the student’s progress in their individual learning objectives. Feedback can act as guides to inform the students of their level of mastery of certain subjects and whether they have acquired the rigorous body of knowledge, skills, and attitudes necessary in the continuation of their academic trajectory.

To achieve the aforementioned transition, the TU/e has established various directives, the following being the most relevant:

(3) To take the next step in the transition from teaching to learning. Therefore, all Bachelor’s programs will:

c) Enhance assessment for learning to ensure there are sufficient measurement moments that track, report, and provide feedback on the students progress in their individual learning objectives. Assessment refers to the wide variety of methods or tools that educators use to evaluate, measure, and document the academic readiness, learning progress, skill acquisition, or educational needs of students. Assessments at the TU/e serve multiple purposes. On the institution side, the data from assessments can provide a basis for the decision about whether a student has acquired the rigorous body of knowledge, skills, and attitudes needed to be awarded a diploma. On the student side, assessments can act as guides to inform the students of their level of mastery of certain subjects and whether they have acquired the rigorous body of knowledge, skills, and attitudes necessary in the continuation of their academic trajectory. Assessment is designed so that:

i. Students gain insight into and receive feedback on their progress during the study component.

ii. Students are encouraged to make an active contribution.

iii. Procrastination is counteracted.

iv. It is integral part of the educational design and aligned with the learning goals (constructive alignment).

Assessment

A promising approach to facilitate the transition from teaching to learning is assessment. Hence, TU/e deems it important to further enrich the knowledge and skills of assessment of, for, and as learning across academics and support staff. However, it is important to first define the concept of assessment of, for, and as learning.

Assessment of learning

Assessment for learning

Assessment as learning

Figure 1 Assessment of, for, and as learning source: https://www.teachingandlearning.ie/our-priorities/student-success/assessment-of-for-as-learning/

Formative and summative assessment

Feedback

While assessment refers to the process of judging, evaluating or deciding the value or quality of something such as student’s knowledge or skills. Feedback refers to information given on the value, quality, or importance of the thing being judged or measured such as student’s knowledge, skills or performance. Moreover, “feedback is a process in which learners make sense of information about their performance and use it to enhance the quality of their work or learning strategies” (Boud, 2019).

Background

Feedback and feedforward

Peer-Feedback

(Scaffolding) delivering feedback

Design goals at TU/e

At TU/e our aim is that feedback serves the following purposes:

Students gain insight into and receive feedback on their progress during the study component.
Students are encouraged to make an active contribution.
Procrastination is counteracted.
It is an integral part of the educational design and aligned with the learning goals (constructive alignment).

Characteristics of Feedback that Supports Learning

Feedback and Learning activities

The following table shows the different indicators/traits a learning activity has. This can be used to quickly grasp the suitability of the activity for the intended outcome.

Indicators/traits	Value
Individual vs Group	Individual, Group, mixed
Simple vs Complex	Simple, moderate, complex
Manual vs Automated	Manual, automated, hybrid
Small group vs large group	Small group -> large
Small class vs large class	Small class
Supports self-directed learning: 1…5	2
Goal	e.g. critical thinking, prepare for lecture, active Engagement, collaboration and/or Discussion
Peer feedback	Possible, not possible
Classroom vs Hybrid	Classroom, hybrid, both

Tests

Tests are a way of checking knowledge or comprehension. Tests are commonly used to evaluate learning, but they have other benefits: tests can make students learn and remember more than what they might have otherwise. Moreover, the feedback provided to the students during or after taking a test can, among other things, trigger reflection-, revision-, reconstruction- and creation of new of knowledge, and inform students on how they are doing and what they need to do to achieve the expected goal(s). Tests can have different styles such as objective or subjective.

Objective Tests

Subjective Tests

Diagnostic Tests

(Final) tests

Learning Activities

Class discussions or participation-based learning activity: the teacher asks a question and requests a volunteer to answer it during a class session.

Indicators/traits	Value
Individual vs Group	Group
Simple vs Complex	Simple
Meaningful: 1…5	5
Promptness: 1…5	5
Timing: on demand/request, immediate, delayed (e.g., after submitting a question or the whole test).	Immediate
Manual vs Automated	Manual
Small group vs large group	Both
Small class vs large class	Both
Supports self-directed learning: 1…5	2
Goal	Active engagement, critical thinking, student confidence, collaboration and/or discussion
Peer feedback	Possible
Classroom vs Hybrid	Both

Teachers can provide feedback on students' contributions to the discussion by asking them to clarify their ideas, giving examples to support their arguments, or connecting their ideas to the discussion's main topic. If the teacher only aims for a yes or no answer, then the learning activity is barely meaningful. Moreover, the teacher can encourage other students to complement, challenge, revise or provide different perspectives.

Description: During a class session, the teacher poses a question related to the topic being discussed. The question can be open-ended, requiring critical thinking and analysis, or it can be more straightforward, testing students' understanding of a concept or theory. The teacher then invites students to volunteer to answer the question, allowing for student engagement and participation in the learning process.

Tips for the activity

Benefits of the activity

Classroom Assessment Techniques (commonly called CATs).

Background Knowledge Probe

This is a strategy used by teachers to assess students' prior knowledge and understanding of a topic before diving into new content. It helps teachers gauge the existing knowledge and misconceptions students may have, allowing them to tailor their instruction accordingly, so it can be used as a diagnostic pre-test.

Indicators/traits	Value
Individual vs Group	Individual and Group
Simple vs Complex	Simple
Meaningful: 1…5	1…5
Promptness: 1…5	1…5
Timing: on demand/request, immediate, delayed (e.g., after submitting a question or the whole test).	Immediate
Manual vs Automated	Manual
Small group vs large group	Both
Small class vs large class	Both
Supports self-directed learning: 1…5	2
Goal	Assessment of prior knowledge, engagement, activate prior knowledge, reflective thinking, differentiation of instruction
Peer feedback	Possible
Classroom vs Hybrid	Both

Here's an elaboration on the activity:

Description: At the beginning of a class or unit, the teacher presents a set of questions or prompts related to the topic to be covered. The teacher can use a simple slide or an interaction tool (e.g., Mentimeter). These questions are designed to assess students' prior knowledge, experiences, and understanding of the subject matter. Students individually respond to the questions, either in writing or through class discussion (see also class discussions or participation-based learning activity). If students write their answers on paper, they can either self-evaluate their answers or a peer can do so.

For teachers:	For students (based on Nicol and McFarlane-Dick, 2006):
Makes learning barriers visible to the teacher Provides evidence of students current level of performance Allows the teacher to adjust their level of instruction to fit with the students’ current level of learning	Provides students with the tools to take control of their own learning, i.e., become self-regulated learners Enables students to be actively involved in monitoring and regulating their own performance Can reduce uncertainty about their performance and can help correct misconceptions or inappropriate task strategies Leads to higher motivation and more efficient task strategies

Formative assessment	Summative assessment
A teacher provides feedback on a student's draft essay, suggesting areas for improvement and offering guidance on how to make those improvements.	A teacher provides a grade on a final exam, summarizing a student's overall performance on the material covered during the course.
A teacher provides feedback on a student's presentation, highlighting strengths and suggesting ways to improve organization or delivery.	A teacher provides a grade on a final paper, evaluating the student's ability to research and write on the topic of the paper.
A teacher provides feedback on a student's participation in class, praising good contributions and suggesting ways to increase participation and engagement.	A teacher provides a final grade for the course, evaluating the student's overall performance in meeting the learning objectives of the course.

	Elements of high-quality essay	Standard feedback (FB)	Feedforward (FF)
1	Intuitive opinion on the topic	Did your learning partner present his/her intuitive opinion on the topic? Please explain.	What is your advice to your learning partner to (better) present his/her intuitive opinion on the topic? Please explain.
2	Arguments in favor of the topic (pros)	Did your learning partner provide arguments in favor of the topic? Please explain.	What is your advice to your learning partner to (better) provide arguments in favor of the topic? Please explain.
3	Scientific facts in favor of the topic (pros)	Did your learning partner provide scientific facts (evidence, examples, figures, etc.) in favor of the topic? Please explain.	What is your advice to your learning partner to (better) provide scientific facts (evidence, examples, figures, etc.) in favor of the topic? Please explain.
4	Arguments against the topic (cons)	Did your learning partner provide arguments against the topic? Please explain.	What is your advice to your learning partner to (better) provide arguments against the topic? Please explain.
5	Scientific facts against the topic (cons)	Did your learning partner provide scientific facts against the topic? Please explain.	What is your advice to your learning partner to (better) provide scientific facts against the topic? Please explain.
6	Opinion on the topic considering various pros and cons.	Did your learning partner take into account the integration of various pros (arguments in favor of the topic) and cons (arguments against the topic) in forming his/her opinion of the topic? Please explain.	What is your advice to your learning partner to (better) form his/her opinion of the topic taking into account the integration of various pros (arguments in favor of the topic) and cons (arguments against the topic)? Please explain.
7	Scientific facts to support opinion regarding the integration of various pros and cons of the topic.	Did your learning partner provide scientific facts to support his/her opinion on the integration of various pros and cons of the topic? Please explain.	What is your advice to your learning partner to (better) provide scientific facts to support his/her opinion on the integration of various pros and cons of the topic? Please explain.
8	Conclusion and statement on the topic	Did your learning partner come to a conclusion on the topic based on his/her arguments? Please explain.	What is your advice to your learning partner to (better) come to a conclusion on the topic based on his/her arguments? Please explain.

Feedback Rubric
	Levels
Elements	Adequate	Good	Excellent
Timely	Feedback is received while the learning experience is still somewhat relevant, but there could be improvement in terms of timeliness. Example: The teacher returns graded assignments within two weeks of submission, providing students with feedback that can still inform their future work, albeit with a slight delay.	Feedback is generally provided within a reasonable timeframe. Although feedback may not be immediate, the feedback is still timely enough for the student to make meaningful use of it. Example: The teacher returns graded assignments within a week of submission, allowing students to reflect on the feedback and apply it to future assignments.	The feedback is provided promptly, ideally shortly after the student has submitted their work. It allows the student to apply the feedback in a timely manner, providing them with the opportunity to make revisions or adjustments while the material is still fresh in their mind. Example: The teacher returns graded assignments within a few days of submission, enabling students to incorporate the feedback into their subsequent work.
Goal-directed	The feedback provides some suggestions for improvement, but they may lack clarity or specific guidance. The suggestions might be somewhat vague or general, making it harder for the student to know exactly how to implement them. Example: "Work on your organization and structure to make your writing clearer and more coherent."	The feedback offers helpful suggestions for improvement that are generally actionable and provide guidance for the student to enhance their work. The suggestions may be slightly general or could benefit from additional specificity, but still offer a clear direction for the student to take. Example: "To improve your presentation, focus on maintaining eye contact with the audience and varying your vocal tone to keep them engaged and interested."	The feedback provides clear and specific suggestions for improvement that are actionable and directly applicable to the student's work. The suggestions are practical, feasible, and provide a clear pathway for the student to make meaningful revisions or adjustments. Example: "Your essay would benefit from providing more evidence to support your arguments. Consider incorporating specific examples or data to strengthen your points and make your arguments more persuasive."
Encourages self-assessment/reflection	Feedback encourages students to self-reflect and make some revisions based on the feedback received but may not fully utilize or apply the feedback to their work	Feedback encourages students to self-reflect and consider the feedback they receive and make meaningful revisions or adjustments to their work.	Students reflect on their own learning and the feedback received, using it to improve their own work and deepen their understanding of the subject matter.
Descriptive	Adequate Specificity: Feedback includes some details on areas of improvement and offers suggestions for enhancement. Provides general understanding of what needs improvement but may lack specific guidance. Some Evidence-Based: Feedback incorporates some evidence or examples to support the feedback given, but it may not consistently demonstrate a strong connection between the feedback and the student's work. Partial Alignment with Learning Outcomes: Feedback generally relates to the intended learning outcomes, but the connection between the feedback and the broader goals of the activity may not be explicitly stated. Partial Analysis: Feedback addresses some aspects of the student's work, providing insights into both strengths and areas for improvement, but may not cover all relevant aspects comprehensively.	Specificity and Clarity: Feedback includes specific details on areas of improvement and offers clear suggestions for enhancement. It provides students with a clear understanding of what needs to be improved and how to address the identified gaps. Evidence-Based: Feedback is supported by evidence and examples. It helps students see the link between their performance and the feedback provided. Alignment with Learning Outcomes: Feedback is aligned with the intended learning outcomes, connecting the feedback to the broader goals of the learning activity. It helps students understand how the feedback relates to their progress toward achieving those outcomes. Thorough Analysis: Feedback provides a thorough analysis of the student's work, addressing multiple aspects and providing insights into both strengths and areas for improvement.	Specificity and Clarity: Feedback is highly specific, providing detailed information on areas of improvement and offering clear, actionable suggestions for enhancement. It clearly communicates how students can address the identified gaps. Evidence-Based: Feedback is supported by evidence and examples from the student's work. Alignment with Learning Outcomes: Feedback is directly linked to the intended learning outcomes, explicitly indicating how the feedback relates to the students' progress toward achieving those outcomes. It highlights the connection between the feedback and the larger goals of the learning activity. Comprehensive Analysis: Feedback goes beyond surface-level observations and provides a comprehensive analysis of the student's work, addressing multiple aspects and providing insights into both strengths and areas for improvement.
Ongoing	Feedback is provided at intermittent intervals during the learning activity or course, although there may be some gaps in its delivery.	Feedback is provided on a regular basis throughout the learning activity or course, ensuring that students receive guidance at key points.	Feedback is provided consistently throughout the learning activity or course, offering ongoing support and guidance to students.
Collaborative	Students collaborate to a certain degree but may not fully support or engage with their peers. Students express their thoughts but may not always communicate them clearly or actively listen to others. Example: During a small group activity, students participate in the discussion but may not contribute consistently, provide feedback that is general without offering specific improvement strategies, collaborate to a moderate extent, communicate their ideas with some clarity, and make some revisions based on the feedback received.	Students work together and support each other's learning, demonstrating a willingness to listen to and learn from their peers. Students communicate effectively, expressing their ideas clearly and respectfully. Example: During a group discussion, students actively contribute to the conversation, provide feedback to their peers that is both positive and offers suggestions for improvement, collaborate well, communicate their thoughts effectively, and make revisions based on the feedback received.	Students work collaboratively, respecting diverse viewpoints, and supporting each other's learning process. Students communicate effectively, actively listening to others, asking clarifying questions, and fostering a positive and inclusive environment. Example: During a group project, students actively participate in brainstorming sessions, provide detailed feedback on their peers' contributions, collaborate effectively, maintain open communication, and demonstrate reflective thinking in incorporating feedback.

Introduction

Assessment

Assessment of learning

Assessment for learning

Assessment as learning

Formative and summative assessment

Formative assessment

Summative assessment

Feedback

Background

Feedback and feedforward

Peer-Feedback

(Scaffolding) delivering feedback

Scripting

Feedback Rubric

Design goals at TU/e

Characteristics of Feedback that Supports Learning

Feedback and Learning activities

Tests

Objective Tests

Subjective Tests

Diagnostic Tests

(Final) tests

Learning Activities

Tips for the activity

Benefits of the activity

Classroom Assessment Techniques (commonly called CATs).

Background Knowledge Probe

Tips for the activity

Benefits of the Activity: