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New Options for Online Student Feedback
New Options for Online Student Feedback<br />Learning Technologies TeamInformation Technology Service<br />
Learning Technologies Team<br />Judith Jurowska<br />Faculty of Arts & Humanities<br />Martin Edney<br />Faculty of Science<br />Julie Mulvey<br />Faculty of Social Sciences & Health<br />Dr Malcolm Murray<br />Learning TechnologiesTeam Leader<br />
New Options for Feedback<br />Using Voting Systems<br />Julie Mulvey<br />
Voting systems<br />Audience Response System (ARS)<br />www.keepad.co.uk<br />TurningPoint plug-in to Microsoft PowerPoint <br />
Voting Systems<br />Research by Marina Sawdon from Phase 1 Medicine in using an Audience Response System<br />Assess prior knowledgeBransford 1999<br />Question asked before lecture starts<br />‘Learning occurred’<br />Same question asked at the end of lecture<br />Knowledge retention/ decay at different time points<br />Question asked again at 1 week and 4 weeks after lecture<br />
Voting Systems<br />Evaluation<br />The audience response system gives me feedback on my progress<br />99% student satisfaction<br />The audience response system aids my knowledge recall<br />98% student satisfaction<br />The audience response system consolidates my knowledge<br />98% student satisfaction<br />
Voting Systems<br />“Use of KEEpads was excellent, getting instant feedback is a good learning tool”<br />“I liked the KEEpad system because it allows you to answer questions without anyone knowing if you got it wrong or not.”<br />“I liked the use of the KEEpads, it helped break up the lectures and gave feedback”<br />“KEEpad use…gave instant feedback and kept me focused and immediately applying the lecture content to new situations” <br />
Voting Systems<br />Marina’s Conclusions:<br />Improves and facilitates learning<br />Increases student participation “…it wakes me up!!!”<br />Improves knowledge retention<br />Instant feedback<br />Low cost<br />Students love it!<br />Sawdon, M. 2009. Improving Knowledge Retention using KEEpad. Medical Education43(5): 487-487<br />
Voting Systems<br />KEEpad only one type of voting system<br />PollEverywhere.com Online system<br />Informal SIG at Durham<br />ESTICT (Engaging Students through In-Class Technology) (http://estict.ning.com)<br />
New Options for Feedback<br />Automated Excel Spreadsheet<br />Judith Jurowska<br />
Results Summary<br />Marking time reduced by 60%<br />Setup time was considerable. (once only)<br />Double marking was possible<br />Second marker was impressed by the volume of feedback provided<br />Needs further work before it can be used widely.<br />
Liverpool John Moores UniversityDr Phil Denton<br />
QED article by Kevin Hinde<br />QED Issue 8 Michaelmas Term 2008<br />
New Options for Feedback<br />Using Blogs for feedback on written work<br />Christine Bohlander & David Tual<br />Centre for Foreign Language Study<br />
Problems related to feedback and possible solutions<br /><ul><li>Keeping track /a trace of past work and feedback
The blogs in practice<br /><ul><li>Students are set homework to be submitted via the blogs on DUO
We feedback on their work using the following colour code: </li></ul> - ‘slips/lapses’, ‘first-order mistakes’ and ‘second-order mistakes’ <br /> - correction of ‘errors’<br />- word(s) or clusters to be deleted (because wrong or corrected in green)<br />
The blogs in practice<br /><ul><li>Students are invited to correct their mistakes in blue (and crossing out the original mistakes, but not to delete them) and to look at the rest of the corrections
Thanks to the colour code, we can then quickly check whether the students have accurately corrected their mistakes.</li></li></ul><li>The blogs in practice<br />
A different solution: the blogs<br /><ul><li>Keeping track /a trace of past work and feedback
Provide feedback in plenary session</li></li></ul><li>A different solution: the blogs<br />‘Unlimited’, easy-to-access virtual storage space<br />Students can concentrate on main issues and easily resubmit<br />Online feedback leading to a better use of teaching time<br />
They can correct each others‘ mistakes</li></li></ul><li>The blogs in practice<br />
Anticipated problems<br /><ul><li>No anonymity possible</li></ul> embarrassment<br /><ul><li>Students’ feedback might not be constructive
German umlauts (ä, ö, ü) </li></li></ul><li>Results of questionnaire<br />Over 80% of students (strongly) agreed:<br /><ul><li>Overall, I prefer posting my written work on the blog to handing in handwritten work because of its positive effect on my learning.
The opportunity to be able to go back for amendments and revision is important for me.
I can learn from reading my peers’ work and the tutor’s feedback on their work.
I am happy for my peers to comment on my work.</li></li></ul><li>Results of questionnaire<br />BUT only 50% (strongly) agreed:<br /><ul><li> I am happy to comment on my peers’ work.</li></li></ul><li>Conclusion<br /> <br /><ul><li>Students are encouraged to reflect on their own performance.
A continuous process of learning with easy monitoring
While receiving peer feedback is appreciated, students appear to be reluctant to give feedback</li></li></ul><li>References<br /><ul><li>James, Carl (1998), Errors in language learning and use, exploring error analysis, Longman: London and New-York
Klapper, J. (2006), Understanding and developing good practice, Language teaching in higher education, CILT: London</li></li></ul><li> New Options for Feedback<br />GradeMark<br />by <br />TurnitinUK<br />Judith Jurowska<br />
Turnitin System used for:<br /><ul><li> student education about plagiarism
detecting text matches against a student database, journals and the internet</li></ul>What is GradeMark?<br />GradeMark provides online marking and feedback <br />
Create a GradeMark Assignment<br />Create a Turnitin assignment(you can turn off the plagiarism check if necessary)<br /> Mark using GradeMark’s functions:<br /> Rubrics <br /> Comments<br /> ‘Quick marks’ <br />Composition<br />Format<br />Punctuation<br />Usage<br />
How can GradeMark help?<br />save time marking <br />provide in context, legible feedback to your students <br />provide consistent feedback for large numbers of assignments <br />manage the marking process where there is more than one marker<br />build a reusable comment resource<br />
Case Study – Steve Lyon<br />Steve Lyon<br />Senior Lecturer : Department of Anthropology<br />
Context<br />1st Year Social Anthropology course<br />Purpose (aims and objectives)<br />Assess understanding of the topic<br />Improve essay writing skills<br />Teaching method <br />lecture, seminars<br />formative essay with feedback<br />Resources: <br />Postgraduate teachers<br />Marking rubric <br />GradeMark software (available through Turnitin in duo)<br />Final assessment - summative essay<br />
Rationale<br />…when we started doing this [on paper] we had students coming and saying, “I got lots of comments and so and so only got two little lines.” <br />I wanted somehow to, not impose, but encourage a more consistent amount of feedback for everyone and ensure similar things were being flagged up. <br />Quote from Steve Lyon<br />
Rubric Criteria (6)<br />Answer: Does the essay answer the assigned essay question? <br />Sources: Does the essay properly cite all sources? Are all cited references included in the bibliography? <br />Logic: Does the answer, build a demonstrable argument based on credible and appropriate evidence? <br />Style: Is the essay articulate and coherent? Does it use appropriate language and vocabulary for the purpose? Is it too chatty and informal? Is it unnecessarily complicated? <br />Spelling: Are there spelling and grammatical errors? Do these impede communication of the ideas? <br />Presentation: Is the bibliography correctly formatted? Is the text in some unusual font? Are the margins correct<br />
Rubric weightings<br />5 weightings for the 6 criteria<br />Poor (10)<br />Fair (49)<br />Good (59)<br />Very good (69)<br />Excellent (80)<br />Grade by clicking the boxes in the rubric.<br />the maximum for each criteria is capped at 80%<br />can manually give more for something beyond the criteria.<br />
Results: Staff perspective<br />Saved time for markers<br />Fatigue is less of an issue… The twentieth bad essay no longer invokes lots of exclamation marks, ‘What is this!’<br />Paraphrased from Steve Lyon QED article<br />
Results: Staff perspective<br />Saved time for markers<br /><ul><li>Fatigue is less of an issue…
The ‘marking rubric’… helps automate the process of allocating marks against set criteria. This was particularly helpful to the teaching assistants.</li></ul>Paraphrased from Steve Lyon QED article<br />
Results: Staff perspective<br />Saved time for markers<br /><ul><li> Fatigue is less of an issue…
A ‘rubric’… helps automate the marking process
GradeMark allowed Steve to manage this process ensuring a higher degree of quality control and consistency despite the distributed approach to teaching and marking.</li></ul>Paraphrased from Steve Lyon QED article<br />
Results: Student Perspective<br />Improved feedback<br />The student gets at least six comments even if the postgraduate marker [is] less confident…<br />Students really like it especially as I give them the rubric before the assignment so they know what they are working to. <br />Students like being able to get the feedback online. <br />They get more feedback … the essays will be riddled with these little comments that are specific to a paragraph<br />Paraphrased from Steve Lyon QED article<br />
QED article<br />Lyon, Steve. “Making the grade: Helping postgraduate teaching assistants with their marking and feedback..” QED (Durham University), Michaelmas term 2008.<br />
New Options for Feedback<br />Audio/Video<br />Martin Edney<br />
Audio / Video Feedback<br />What?<br />Lecturer records feedback as <br />sound file<br />video file (talking head)<br />video file (screen capture of submitted work, with audio commentary)<br />
Audio / Video Feedback<br />Why?<br />Students like it – they report<br />They get more feedback<br />They get quicker feedback<br />“it’s not face to face but it’s certainly one to one”<br />Speed (as quick as or quicker than writing)<br />
Audio / Video Feedback<br />Why (continued)?<br />More effective<br />Students pay attention<br />Tone of voice / inflection<br />Allows you to talk direct to student work<br />
Audio / Video Feedback<br />How?<br />Record audio / video file<br />e.g. use headset, digital dictaphone, Camtasia, Jing<br />one file per student<br />Deliver file to student<br />duo Grade Centre – feedback file option<br />shared area (e.g. duo Files tab)<br />email<br />
Audio / Video Feedback<br />Tips<br />Individual feedback to each student + generic feedback to group<br />Look through submitted work before you start recording<br />Say student name or number at the beginning<br />Summary / mark at end of recording<br />
Audio / Video Feedback<br />Some feedback from students<br />I think this is a much better system than paper feedback. I know I got a lot more from it than if you had just had to tick boxes and given me a comment in that little box on the piece of paper. It was also much easier to use than anticipated, and I definitely think you should recommend this to other lecturers <br />I found the feedback for the formative much better than 'normal' written feedback. <br />(reported by Ian Greener, Applied Social Sciences, Durham University)<br />Students from Sheffield Hallam & Chester giving their opinion on audio feedback at a MEL-SIG event in Glasgow [sound file link]<br />
Examples<br />Audio example<br />Comment on draft dissertation work<br />Sound file available from “A Word In Your Ear 2009” website. <br />Part of Davies, D. Rogerson-Revell, P. & Witthaus, G. An exploratory study of speech styles in audio feedback to M- level students<br />Presented at “A Word In Your Ear 2009”, see<br />http://research.shu.ac.uk/lti/awordinyourear2009/papers.html<br />
Examples<br />Video example<br />English for Academic purposes course<br />Russell Stannard, University of Westminster<br />Video file available from http://www.russellstannard.com/king/king.html<br />For full details, see http://www.english.heacademy.ac.uk/explore/publications/casestudies/technology/camtasia.php<br />
My motivation to use Jing<br /><ul><li>The possibility to ‘talk’ the students through their work in an asynchronous manner, giving them the chance to stop and think as the feedback is being given to them.
It takes no space on my J: drive, and there is no need to email or post big files on DUO.
It can be accessed from any pc with an internet connection.
Provide some extra listening practice for students.</li></li></ul><li>A quick example<br />Set a homework task to be submitted via email<br />Record my feedback with Jing<br />Copy the link to the video into the email reply and immediately send it to the student<br />Video file available from http://screencast.com/t/M2ZjMWZmO<br />
New Options for Feedback<br />Preview: Future Feedback Tool <br />in duo<br />Malcolm Murray<br />
Future Feedback tool<br />A work in progress...<br />