Effective Practice in Online Assessment
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This presentation was delivered as part of webinar for e-Learning staff at Borders College in February 2013. A number of case studies are highlighting which demonstrate effective assessment practice.
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Effective Practice in Online Assessment
- 1. Online Assessment - Effective Practice
- 2. Celeste McLaughlin Advisor: Staff Development
- 3. Assessment for learning practices should: Self- regulating learners Be flexible / responsive (JITT) Link to criteria Promote high academic standardsGive time to close the feedback loop Involve peer review Enable self- evaluation
- 4. • Student response systems • Integrating formative, peer and summative assessment • Improving academic standards • Efficiencies in marking • Closing the feedback loop Case studies
- 5. • Used with students at the University of the West of Scotland and Cumbernauld College • Using Poll Everywhere and Moodle EasyVoter, tutors created questions and students responded via browser, text or twitter in class • Supported active learning in class as the questions were discussed in small groups prior to responding • Helped student engagement with larger groups Polling JISC RSC Scotland case study: Using Web 2.0 Tools to Develop and Support Multi-Campus Class, with UWS – http://www.rsc-scotland.org/?p=701 JISC RSC Scotland case study: Using Moodle easyVoter Student Response System at Cumbernauld College – http://www.rsc-scotland.org/?p=1414
- 6. • 1st year Computing Systems students at the University of the West of Scotland • Using Peerwise system, students composed own MC tests – created a large bank of tests • Students rated other students’ tests • Some student questions were used as part of summative assessment of the module Integrating formative, peer and summative assessment JISC RSC Scotland case study: Using Web 2.0 Tools to Develop and Support Multi-Campus Class, with UWS http://www.rsc-scotland.org/?p=701
- 7. • Issues highlighted at UWS and City of Glasgow College around poor academic standards and information literacy • Plagiarism detection software (Turnitin) used with Nursing students at UWS (adult returners and post-registration) • OriginalityCheck tool used to: • Enable students to learn how to analyse their own work • Consider how to integrate research into their writing • Ensure they referenced correctly • Useful to include guidance on information literacy when introducing plagiarism detection - contextualises plagiarism Improving academic standards JISC RSC Scotland case study: Using Turnitin as a teaching tool and for summative assessment with UWS JISC RSC Scotland case study: An Information Literacy and Plagiarism Pilot Project with City of Glasgow College
- 8. • Turnitin used with Nursing students at UWS (adult returners and post-registration) • Grademark tool used to store assignments, speed up marking process, use pre-set comments • Marking consistency improved by using marking grid (rubric) to set marking criteria • Quick turnaround of feedback via the gradebook provided time for students to use comments to improve future work Efficiencies in Marking JISC RSC Scotland case study: Using Turnitin as a teaching tool and for summative assessment with UWS
- 9. • HNC Creative Industries students at Cumbernauld College and Royal Conservatoire of Scotland using ePortfolio for formative & summative assessments • Mixture of written work (theory) put in context with student generated content such as videos, blogs, images etc • Provides a showcase, archive of student work and enables students to view their progress during course • Feedback transparent and linked to learning outcomes. Feedback conversations between tutor to student, student to tutor and student to student. Closing the feedback loop JISC RSC Scotland case study: Immersive Use of Mahara for Creative Industry Courses, with Cumbernauld College
- 10. Developing trends in e-Assessment - examples • Mobile assessment • Monitoring and documenting in situ assessment • QR codes • Games Based assessment • xGames • Augmented Reality • A framework for holistic assessment • Open Badges
- 11. Observational assessment using tablet PCs • Use of tablet PCs at South Lanarkshire College with Construction students. • Assessment templates created and used to record assessment activity. • Comments recorded on template and a digital copy made available to students. • Immediate feedback for learners and access to their own portfolio of work • Assessment readily and easily available to external awarding bodies JISC RSC Scotland case study The use of tablet PCs for e-assessment, at South Lanarkshire College Mobile assessment - observational assessments
- 12. Mobile assessment – using QR codes in assessment • Students scan QR codes using smartphone • Launches resources such as case studies, YouTube videos, quizzes and other formative assessments • Activities created using SoftChalk software and hosted on the web • QR code generator provides the image, containing access to the resources. Benefits: • Students have flexible access via their phones to content which they can use at any time • Has promoted discussion and reflection on activities • No need to pre-book computer labs • Provides spontaneity around the learning experience • Engages students in activities out-with class, promoting self- directed learning JISC RSC Scotland case study Using QR Codes with Hairdressing Students, at Perth College
- 13. • JISC funded project which aimed to use collaborative games to improve attainment levels of vocational learners • Project outputs included games templates and a bank of example questions (for use with the xBox) Project outcomes included: • Increased student motivation • Increased student to student interaction • Increased learner engagement and participation • Increased use of ICT for learning and teaching • Reduced barriers to using ICT for learning and teaching • Evidence of the pedagogical advantages of using games in an educational context • Prompted institutional decision makers and teaching staff to think about alternative methods of formative assessment Games based assessment - xGames JISC RSC Scotland case study xGames: Using Educational Computer Games for Group Learning, at Reid Kerr College
- 14. • Augmented Reality overlays the real world with virtual objects and information, through a camera • Enables interactions with realistic objects and situations including: • 360 degree visuals in context • Bringing paper based models ‘to life • In situ and contextualised access to data • Viewing otherwise impossible scenarios • Enabling authentic assessment Augmented Reality Images from LearnAR YouTube video
- 15. References & Useful Links • Jisc RSC Scotland iTech Case Studies http://www.rsc-scotland.org/ • Effective Assessment in a Digital Age, JISC 2010http://www.jisc.ac.uk/whatwedo/programmes/elearning /assessment/digiassess.aspx • SQA eAssessment Resource http://www.sqa.org.uk/files_ccc/eAssessmentResource.h tml Icons by http://dryicons.com
Editor's Notes
- Broadly, in terms of implementing assessment for learning, the literature suggests that assessment practices should: Be flexible / responsive (JITT) Link to criteria Promote high academic standards Give time to close the feedback loop Involve peer review Enable self-evaluation
- Some examples of effective assessment practice can be demonstrated by reviewing some case study examples.
- Polling can be used online or in the classroom. Systems developed to be specifically used in the classroom are known by a number of different names including Student Response Systems, Electronic Voting Systems (EVS) and Clickers. The technology enables students to indicate their responses to a series of questions usually via a handset. There are also browser, text or twitter based systems, which might be used via personal mobile devices in the classroom. Student responses to a question can be displayed immediately on a whiteboard and/or downloaded to gather evidence. This encourages student interaction during a class and feedback can be given immediately from the tutor and peers. Popular polling software includes Poll Everywhere, Turning Point and Quizdom. Case Study: Using Web 2.0 Tools to Develop and Support a Multi-Campus Class @ UWS (a Case Study with Daniel Livingstone) http://www.rsc-scotland.org/?p=701 This case study highlights the use of PollEverwhere, a web-based system which is free to use (for up to 30 students ). The example involved undergraduate Computing Systems students from the University of the West of Scotland. Multiple choice and free text response questions were created using the PollEverywhere software and students were asked to respond by texting from their mobile, via twitter, or via the PollEverywhere web site. This supported active learning in class as the questions were discussed in small groups prior to responding via the PollEverywhere tool. The lecturer considered one major advantage of using this software was it cut out the need to organise and maintain handsets. The lecturer also found making use of polling software tools (along with other tools) helped student engagement especially with the larger student numbers on the course. Case Study: Using Moodle easyVoter Student Response System at Cumbernauld College (a Case Study with Colleen Hurren) http://www.rsc-scotland.org/?p=1414 This case study highlights the use of EasyVoter, which is an add-on to the Moodle Virtual Learning Environment. This enables quick and easy creation of interactive questions without the need of handheld devices or 3rd party software. Voting takes place within the teaching environment and is led by the tutor/lecturer with students responding via the Moodle interface on a PC / laptop / Mobile device. Cumbernauld College had not invested in a commercial voting system and the case study outlines the pilot phase of the project with the software installation, set-up, and training of a small number of staff done within a short period of time. The quiz questions were created quickly with a clear and easy to use interface. Five question types are available (Fill in the content, multiple choice, true false, numeric or text) and quiz results can be show as a graph that can be downloaded as a CSV file.
- Peer Assessment is an area of assessment which is attracting a lot of interest and research (see the PEER project led by David Nicol at the University of Strathclyde). There are a number of benefits associated with using Peer assessment with students. Peer assessment engages students, as they are required to actively participate in the learning process. Peer assessment encourages deeper learning and understanding and gives students practice in constructing feedback. Students will need a good understanding of assessment criteria to enable them to give constructive feedback and they will be encouraged to reflect and develop self-assessment techniques. Case study: Using Web 2.0 Tools to Develop and Support a Multi-Campus Class (Case Study with Daniel Livingstone) Use of the PeerWise peer assessment tool http://www.rsc-scotland.org/?p=701 This example highlights the use of a peer assessment tool being used with 1st year Computing Systems students at the University of the West of Scotland. Students were asked to compose their own multiple choice questions, then asked to answer questions composed by other students. These questions were then ranked using a browser based software called PeerWise. This is a free to use online repository of multiple choice questions created by students. Some student questions were then used as part of the module’s summative assessments.
- Using Turnitin as a teaching tool and for summative assessment - University of the West of Scotland (Jo Oliver Vodcast) Turnitin features Originality Check, which checks for improper citations or plagiarism by comparing work to text comparison databases Turnitin was used with nursing students (post-registration and adult returners to education) at the University of the West of Scotland to support the development of academic writing skills. By using the originality check tool, the students were encouraged to submit their work and check it themselves. This encouraged students to learn how to analyse their own work, consider how to integrate research into their writing and to ensure they referenced correctly. An Information Literacy and Plagiarism Pilot Project at the City of Glasgow College (Case Study with Nicola Buddo) http://www.rsc-scotland.org/?p=1113 Staff at City of Glasgow College were concerned at the lack of information literacy and accurate referencing skills of students so the college chose to run a pilot project involving 1st year HNC/D students likely to enter a degree course during the 2nd or 3rd year of the course. An Information Literacy Skills tutorial was developed and covered how to search for information and evaluate resources, and how to correctly reference different types of information. Students were given paper-based notes addressing referencing and information skills. Students were also pointed to the Intute Internet Detective tutorial (an online Information Skills tutorial). This was followed by a tutorial on how to submit work online using the plagiarism detection tool, Blackboard Safe Assign. An informal evaluation of the pilot indicated that it was vital to include guidance on information literacy when using plagiarism detection software. This could help to contextualise plagiarism and learn about the wider picture of copyright, IPR and re-using resources.
- Using Turnitin as a teaching tool and for summative assessment - University of the West of Scotland (Jo Oliver Vodcast) The Grademark feature of Turnitin is a feedback mechanism that enables the tutor to highlight sections of work and to write custom comments that can be dragged onto the assessment. All marking can be done online, and the tool can track student performance by analyzing and identifying areas of concern It has been used to mark the assessments of nursing students (post-registration and adult returners to education) at the University of the West of Scotland. The tool can store all assignments in one place, which enabled the tutor to move easily from one assignment to next which resulted in a quicker marking process. Comments can be saved and re-used on other papers, and the tutor could use pre-set comments so spent less time typing or writing. Higher consistency of marking was achieved by making use of the marking grid (rubric), which involved the tutor deciding on marking criteria. The tool was also found to benefit group marking as every marker used the same grid and online access could be given to the moderator. Students would see comments on their work when they accessed their Gradebook and they found the quick turnaround of timely feedback useful as they could use comments to improve future work.
- Immersive Use of Mahara for Creative Industry Courses at Cumbernauld College (Case study with Alan Moffat) http://www.rsc-scotland.org/?p=925 The ePortfolio system Mahara was used with HNC Creative Industries students at Cumbernauld College for both formative and summative assessment. The lecturer found it a useful tool to bring all the different elements of the students’ practice in one place. The system could incorporate media (including audio and video), which would allow students to view their progress as the course evolved. Use of the platform allowed for a mixture of written work including theory, which could be put in context by using media such as photography and audio (important for sound production students). As well as highlighting the students’ progress, they also had an archive of their work that could be used for showcasing purposes. The lecturer found it useful to see the students’ progress in terms of self-development and also in relation to the learning outcomes of the course. These were mapped to a timetable to ensure students knew exactly what they needed to do and when, to complete the outcomes. The system enabled transparent feedback that could be made available to other course lecturers and to the students helping to enable a conversation to take place. The feedback could also be opened to other students to incorporate peer feedback. Part of the learning process within the creative industries field is to learn not to take feedback personally. Students learned to engage in a mature debate about their work and not shy away from criticism. Students also learned to reflect on their work (making use of the blog tool in Mahara) and to provide constructive feedback to others. Using e-Portfolios to create a learning community and to support assessment and reflective practice - at the Royal Conservatoire of Scotland (formerly the RSAMD) (Case study with Aaron Shorr, Andy Dougan, Silviya Mihaylova and Alicia Shaw) http://www.rsc-scotland.org/?p=1104 Staff and students at the Royal Conservatoire of Scotland have been making use of the opportunities to incorporate rich multi-media, to blog, upload videos of performances and more to enable reflection on practice, assess in more effective ways and foster inter-disciplinary engagement across the institution. The School of Music and the Digital Film and TV department in the School of Drama had identified a number of areas they felt the use of an e-Portfolio system would help them to address. These included: creating archives of performances and projects by students and masterclasses and concerts by national and international artists; enabling students to reflect on their own performances and projects; distance learning and support; peer review and feedback. They also wanted to support learning through the media and environments students are familiar with. Gordon McLeod, the Learning Technologist for the Royal Conservatoire of Scotland developed a YouTube style environment for the School of Music to upload students' performances to, which enabled students to review their performances and receive feedback from peers. Staff were impressed with the quality of feedback which might include annotated manuscripts and historical references. Students responded positively to the videos as it allowed them to see their performance from an audience perspective and identify areas that required work. One student commented that this also helped build their confidence in their ability. The Digital Film and TV department stipulated that students use a blog to reflect on their practice and to document assessed collaborative research projects. The blogging tool in Mahara allowed students to work with the rich digital media they were used to and easily incorporate visual, multi-media elements to express themselves and reflect on their practice in creative ways. A student pointed out that blogging enabled a peer conversation to develop around each others work, where peers might suggest a resource another student might wish to refer to, feedback on another student's project and learn about each other’s interests etc. The faculty found that this peer conversation helped students develop critical thinking skills and that the anytime access to the online resources helped foster greater continuity in the learning process. Both Schools found that the use of the ePortfolio helped to create a learning community. This was due to the opportunities afforded for sharing material across year groups and disciplines, enabling reflection and review by peers and using online material to prompt ongoing discussion both on and offline. Another benefit was that staff found they achieved efficiencies in assessing and feeding back to students. Mahara and the students’ content could be accessed online via a computer or a mobile device which meant that feedback could be provided at times that suited the tutor and fitted into their own schedule.
- The use of tablet PCs for e-assessment - at South Lanarkshire College http://www.rsc-scotland.org/?p=1379 Tablet PCs are used for a wide variety of learning and teaching activities within South Lanarkshire College, including e-Assessment. A strategic decision was taken to provide staff with tablet PCs that they could use to support learners. Assessment templates have been created and are used by learners and lecturers to record all assessment activity. Tablet PCs are mobile, portable and robust and practical for workshop environments with Construction students. Learners take photos of their work before and after to record progress on the activity. Learners are encouraged to self-asses their progress and gauge how well they have understood and performed the task with the support of their lecturer. Comments are recorded on the template and at the end of the assessment process a digital copy is instantly available which can be downloaded or delivered electronically. All learners have their own personal digital folder on the tablet where all their assessment materials are stored. Benefits reported by both staff and students include: Reduction in admin time and paperwork Immediate feedback for learners and access to their own portfolio of work Assessment readily and easily available to external awarding bodies Deployment of tablet PCs has provided a consistent and coherent approach to e-Assessment across the construction faculty.
- Using QR Codes with Hairdressing Students at Perth College http://www.rsc-scotland.org/?p=232 QR codes provide access to online information and resources. They have been successfully used with hairdressing students at Perth College to provide access to case studies, quizzes, videos etc.
- xGames: Using Educational Computer Games for Group Learning at Reid Kerr College http://www.rsc-scotland.org/?p=52 Reid Kerr College won funding from JISC to use collaborative games to improve attainment levels of vocational learners. The project developed freely available games templates and a bank of example questions (for use with the xBox).
- LearnAR: http://youtu.be/7G3H3ImCWlE