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New Options for Online Student Feedback
 

New Options for Online Student Feedback

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A presentation given to members of the School of Modern Languages at Durham University, exploring different ways of providing student feedback using an online learning environment such as Blackboard.

A presentation given to members of the School of Modern Languages at Durham University, exploring different ways of providing student feedback using an online learning environment such as Blackboard.

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  • Create Turnitin assignment Mark using GradeMark’s Rubrics Created by yourselves Comments Added by yourselves as you go and saved “Quick marks” Supplied by Turnitin with an American slant but can be copied and altered.
  • Comments typed in the box can be saved to the clipboard for future use using the clipboard with green plus button. Comment icon can be changed by clicking the speech bubble and selecting a different image. Click the Save button to add the comment to the document.
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New Options for Online Student Feedback New Options for Online Student Feedback Presentation Transcript

  • New Options for Online Student Feedback
    Learning Technologies TeamInformation Technology Service
  • Learning Technologies Team
    Judith Jurowska
    Faculty of Arts & Humanities
    Martin Edney
    Faculty of Science
    Julie Mulvey
    Faculty of Social Sciences & Health
    Dr Malcolm Murray
    Learning TechnologiesTeam Leader
  • Session outline
    Voting systems – Julie Mulvey
    Excel Spreadsheet – Judith Jurowska
    Blogs – Christine Bohlander & David Tual
    GradeMark – Judith Jurowska
    Audio/video – Martin Edney
    Preview: Feedback Tool – Malcolm Murray
  • New Options for Feedback
    Using Voting Systems
    Julie Mulvey
  • Voting systems
    Audience Response System (ARS)
    www.keepad.co.uk
    TurningPoint plug-in to Microsoft PowerPoint
  • Voting Systems
    Research by Marina Sawdon from Phase 1 Medicine in using an Audience Response System
    Assess prior knowledgeBransford 1999
    Question asked before lecture starts
    ‘Learning occurred’
    Same question asked at the end of lecture
    Knowledge retention/ decay at different time points
    Question asked again at 1 week and 4 weeks after lecture
  • Voting Systems
  • Voting Systems
    Evaluation
    The audience response system gives me feedback on my progress
    99% student satisfaction
    The audience response system aids my knowledge recall
    98% student satisfaction
    The audience response system consolidates my knowledge
    98% student satisfaction
  • Voting Systems
    “Use of KEEpads was excellent, getting instant feedback is a good learning tool”
    “I liked the KEEpad system because it allows you to answer questions without anyone knowing if you got it wrong or not.”
    “I liked the use of the KEEpads, it helped break up the lectures and gave feedback”
    “KEEpad use…gave instant feedback and kept me focused and immediately applying the lecture content to new situations”
  • Voting Systems
    Marina’s Conclusions:
    Improves and facilitates learning
    Increases student participation “…it wakes me up!!!”
    Improves knowledge retention
    Instant feedback
    Low cost
    Students love it!
    Sawdon, M. 2009. Improving Knowledge Retention using KEEpad. Medical Education43(5): 487-487
  • Voting Systems
    KEEpad only one type of voting system
    PollEverywhere.com Online system
    Informal SIG at Durham
    ESTICT (Engaging Students through In-Class Technology) (http://estict.ning.com)
  • New Options for Feedback
    Automated Excel Spreadsheet
    Judith Jurowska
  • Frederico Federici Spreadsheet
  • Dr F M Federici Spreadsheet
  • Creating criteria
  • Entering the scale
  • Pulling the comments together
  • Enter Candidate details
  • Printing the report
  • Finished student sheet
  • Results Summary
    Marking time reduced by 60%
    Setup time was considerable. (once only)
    Double marking was possible
    Second marker was impressed by the volume of feedback provided
    Needs further work before it can be used widely.
  • Liverpool John Moores UniversityDr Phil Denton
  • QED article by Kevin Hinde
    QED Issue 8 Michaelmas Term 2008
  • New Options for Feedback
    Using Blogs for feedback on written work
    Christine Bohlander & David Tual
    Centre for Foreign Language Study
  • Problems related to feedback and possible solutions
    • Keeping track /a trace of past work and feedback
    • Students’ follow-up on feedback
    • Repetitive feedback to different students
    • Collecting work, keeping records, photocopying/filing
    • Ask student to re-write and resubmit
    • Provide feedback in plenary session
  • A different solution: the blogs
    • What is it?!
  • The blogs in practice
    • Students are set homework to be submitted via the blogs on DUO
    • We feedback on their work using the following colour code:
    - ‘slips/lapses’, ‘first-order mistakes’ and ‘second-order mistakes’
    - correction of ‘errors’
    - word(s) or clusters to be deleted (because wrong or corrected in green)
  • The blogs in practice
    • 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.
  • The blogs in practice
  • A different solution: the blogs
    • Keeping track /a trace of past work and feedback
    • Students’ follow-up on feedback
    • Repetitive feedback to different students
    • Collecting work, keeping records, photocopying/filing
    • Ask student to re-write and resubmit
    • Provide feedback in plenary session
  • A different solution: the blogs
    ‘Unlimited’, easy-to-access virtual storage space
    Students can concentrate on main issues and easily resubmit
    Online feedback leading to a better use of teaching time
  • Students’ feedback
  • Students’ feedback
  • Essential aspects
    • Definition of clear and concrete aims and learning outcomes for essay-writing
    • Emphasis on learning process and monitoring of progress
    • Collaborative aspect: peer feedback
  • The blogs in practice
  • The idea of a collaborative blog
    • Students cannot only read each others‘ entries, BUT
    • They can also post comments and
    • They can correct each others‘ mistakes
  • The blogs in practice
  • Anticipated problems
    • No anonymity possible
     embarrassment
    • Students’ feedback might not be constructive
    • German umlauts (ä, ö, ü)
  • Results of questionnaire
    Over 80% of students (strongly) agreed:
    • 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.
  • Results of questionnaire
    BUT only 50% (strongly) agreed:
    •  I am happy to comment on my peers’ work.
  • Conclusion
     
    • 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
  • References
    • 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
  • New Options for Feedback
    GradeMark
    by
    TurnitinUK
    Judith Jurowska
  • Turnitin System used for:
    • student education about plagiarism
    • detecting text matches against a student database, journals and the internet
    What is GradeMark?
    GradeMark provides online marking and feedback
  • Create a GradeMark Assignment
    Create a Turnitin assignment(you can turn off the plagiarism check if necessary)
    Mark using GradeMark’s functions:
    Rubrics
    Comments
    ‘Quick marks’
    Composition
    Format
    Punctuation
    Usage
  • How can GradeMark help?
    save time marking
    provide in context, legible feedback to your students
    provide consistent feedback for large numbers of assignments
    manage the marking process where there is more than one marker
    build a reusable comment resource
  • Case Study – Steve Lyon
    Steve Lyon
    Senior Lecturer : Department of Anthropology
  • Context
    1st Year Social Anthropology course
    Purpose (aims and objectives)
    Assess understanding of the topic
    Improve essay writing skills
    Teaching method
    lecture, seminars
    formative essay with feedback
    Resources:
    Postgraduate teachers
    Marking rubric
    GradeMark software (available through Turnitin in duo)
    Final assessment - summative essay
  • Rationale
    …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.”
    I wanted somehow to, not impose, but encourage a more consistent amount of feedback for everyone and ensure similar things were being flagged up.
    Quote from Steve Lyon
  • Rubric Criteria (6)
    Answer: Does the essay answer the assigned essay question?
    Sources: Does the essay properly cite all sources? Are all cited references included in the bibliography?
    Logic: Does the answer, build a demonstrable argument based on credible and appropriate evidence?
    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?
    Spelling: Are there spelling and grammatical errors? Do these impede communication of the ideas?
    Presentation: Is the bibliography correctly formatted? Is the text in some unusual font? Are the margins correct
  • Rubric weightings
    5 weightings for the 6 criteria
    Poor (10)
    Fair (49)
    Good (59)
    Very good (69)
    Excellent (80)
    Grade by clicking the boxes in the rubric.
    the maximum for each criteria is capped at 80%
    can manually give more for something beyond the criteria.
  • Results: Staff perspective
    Saved time for markers
    Fatigue is less of an issue… The twentieth bad essay no longer invokes lots of exclamation marks, ‘What is this!’
    Paraphrased from Steve Lyon QED article
  • Results: Staff perspective
    Saved time for markers
    • 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.
    Paraphrased from Steve Lyon QED article
  • Results: Staff perspective
    Saved time for markers
    • 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.
    Paraphrased from Steve Lyon QED article
  • Results: Student Perspective
    Improved feedback
    The student gets at least six comments even if the postgraduate marker [is] less confident…
    Students really like it especially as I give them the rubric before the assignment so they know what they are working to.
    Students like being able to get the feedback online.
    They get more feedback … the essays will be riddled with these little comments that are specific to a paragraph
    Paraphrased from Steve Lyon QED article
  • QED article
    Lyon, Steve. “Making the grade: Helping postgraduate teaching assistants with their marking and feedback..” QED (Durham University), Michaelmas term 2008.
  • Example Rubric
  • Comments options
  • Quickmarks
  • Accessing GradeMark
  • Accessing GradeMark
  • How it works
  • How it works - Markup
  • How it works – Student View
  • Click on the Rubric to Mark
  • New Options for Feedback
    Audio/Video
    Martin Edney
  • Audio / Video Feedback
    What?
    Lecturer records feedback as
    sound file
    video file (talking head)
    video file (screen capture of submitted work, with audio commentary)
  • Audio / Video Feedback
    Why?
    Students like it – they report
    They get more feedback
    They get quicker feedback
    “it’s not face to face but it’s certainly one to one”
    Speed (as quick as or quicker than writing)
  • Audio / Video Feedback
    Why (continued)?
    More effective
    Students pay attention
    Tone of voice / inflection
    Allows you to talk direct to student work
  • Audio / Video Feedback
    How?
    Record audio / video file
    e.g. use headset, digital dictaphone, Camtasia, Jing
    one file per student
    Deliver file to student
    duo Grade Centre – feedback file option
    shared area (e.g. duo Files tab)
    email
  • Audio / Video Feedback
    Tips
    Individual feedback to each student + generic feedback to group
    Look through submitted work before you start recording
    Say student name or number at the beginning
    Summary / mark at end of recording
  • Audio / Video Feedback
    Some feedback from students
    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
    I found the feedback for the formative much better than 'normal' written feedback.
    (reported by Ian Greener, Applied Social Sciences, Durham University)
    Students from Sheffield Hallam & Chester giving their opinion on audio feedback at a MEL-SIG event in Glasgow [sound file link]
  • Examples
    Audio example
    Comment on draft dissertation work
    Sound file available from “A Word In Your Ear 2009” website.
    Part of Davies, D. Rogerson-Revell, P. & Witthaus, G. An exploratory study of speech styles in audio feedback to M- level students
    Presented at “A Word In Your Ear 2009”, see
    http://research.shu.ac.uk/lti/awordinyourear2009/papers.html
  • Examples
    Video example
    English for Academic purposes course
    Russell Stannard, University of Westminster
    Video file available from http://www.russellstannard.com/king/king.html
    For full details, see http://www.english.heacademy.ac.uk/explore/publications/casestudies/technology/camtasia.php
  • Jing for video feedback
    David Tual
  • My motivation to use Jing
    • 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.
    • Fast and easy to send to the students.
    • Provide some extra listening practice for students.
  • A quick example
    Set a homework task to be submitted via email
    Record my feedback with Jing
    Copy the link to the video into the email reply and immediately send it to the student
    Video file available from http://screencast.com/t/M2ZjMWZmO
  • New Options for Feedback
    Preview: Future Feedback Tool
    in duo
    Malcolm Murray
  • Future Feedback tool
    A work in progress...
  • Future Feedback tool
  • Select Assignment
  • File Naming Policy
  • Feedback Template
  • Feedback Template - Excel
  • Feedback Template - Text
  • Downloading Files
  • Student Work & Summary
  • Marking & Feedback
  • Marking & Feedback
  • Marking & Feedback
  • Individual Feedback Files
  • One per Student
  • Bulk Upload
  • Grade Centre
  • Contact
    If you would like to know more
    or have any questions
    please contact us via
    itservicedesk@durham.ac.uk