Abstract:

The contribution will deals with the effective assessment utilized in tertiary education. Effective assessment is seen as an evaluation with feedback. Feedback is one of the most powerful and evidence-based tools in effective learning and teaching for teaching practice. This paper will defines positive and effective feedback, it explains the importance of feedback for learning, it describes the principles of an effective feedback, it identifies potential pitfalls of feedback, it explains the importance of involving a learner and using a structured approach to optimize feedback.

We understand an effective assessment as a two-way process in which specific information about the comparison between students’ observed performance and a standard is exchanged, given with the intention to encourage students to improve their performance.
The most important aspects of an effective assessment are: two-way between a student and an instructor, given in a respectful environment, given as soon as possible, constructive, specific and based on direct observations, balanced (positive points, points for improvement), limited: 2-3 major points, aimed at a clear and agreed action plan.

The paper will deals with selected models for giving feedback: feedback sandwich, Pendleton rules and learning conversation. All of them are used in an adult education (for example in courses for medical doctors). The paper describes a process of implementation of these trends in tertiary education, specially the teacher´s education. The author will present the results of qualitative research into the implementation of the above mentioned styles assessment. The results show the involving of a learner and using a structured approach to giving feedback will enhance the quality of learning.

Keywords:

Effective assessment, tertiary education, Pendleton rules, sandwich, learning conversation, possitive evaluation, research.