The changing face of assessment and feedback: how technology can make a difference - Lisa Gray - Jisc Digital Festival 2014
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The changing face of assessment and feedback: how technology can make a difference - Lisa Gray - Jisc Digital Festival 2014

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Over the past two years, the Jisc Assessment and Feedback programme has worked with over 30 institutions in the UK further and higher education sector to pilot new approaches that address a range of ...

Over the past two years, the Jisc Assessment and Feedback programme has worked with over 30 institutions in the UK further and higher education sector to pilot new approaches that address a range of challenges to better meet the needs of learners, employers and staff. This workshop will share some of the experiences, approaches and lessons learned from these projects around key themes including:

Influencing change in assessment and feedback practices through a principle-led approach
Assessment and employability: the role of technology in supporting the development of skills and competences to enhance employment prospects
Feedback and feed forward: the role of technology in supporting learner engagement with feedback and improving progression
Electronic assessment management and how technology can support assessment lifecycle processes to make more effective use of resources
A range of resources will also be shared that can help to inform organisational good practice in enhancing assessment and feedback through technology.

The session will involve a mixture of presentation and discussion, giving participants opportunities to ask questions, discuss the themes emerging and how they relate to their contexts, and contribute to discussions around future priorities related to technology-enhanced assessment and feedback

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The changing face of assessment and feedback: how technology can make a difference - Lisa Gray - Jisc Digital Festival 2014 The changing face of assessment and feedback: how technology can make a difference - Lisa Gray - Jisc Digital Festival 2014 Presentation Transcript

  • 12/03/2014 The changing face of assessment and feedback How technology can make a difference
  • Overview »Assessment and feedback challenges »Influencing change through principles »Feedback and feed forward »Assessment and employability »Electronic assessment management The changing face of assessment & feedback 12/03/2014 2 The full story Programme Report: http://repository.jisc.ac.uk/5450/
  • Context »JiscAssessment and Feedback Programme (2011 – 2014) »20 projects and over 30 institutions involved across the UK » 3 strands focused on institutional change, evaluation of technologies and technology transfer »Directly involved 2,200 staff and 6,000 students 3 www.jisc.ac.uk/assessmentandfeedback The changing face of assessment & feedback 12/03/2014
  • Activity:A challenging landscape….. What areas are uppermost in your mind as challenges relating to assessment and feedback in your context? »5 mins to discuss in pairs/tables »Write up your top 3 on post-its From challenge to change 07/02/2014 4
  • A challenging landscape 5 »highly devolved & inconsistent »traditional practices dominate »lack of developmental focus »relevance to world of work »learner in passive role CC BY-NC-ND 2.0 Whirling Phoenix The changing face of assessment & feedback 05/12/2013
  • TheVision: a principled approach »Need to articulate the underpinning vision »Principles are a good way to articulate and operationalise this ›Provide a synthesis of the research ›Action oriented ›Evaluation device 6 CC BY 2.0 Mind_scratch Resources Why principles? http://www.reap.ac.uk/TheoryPractice/Principles.aspx Overview of principles: http://jiscdesignstudio.pbworks.com/w/page/40343419/Assessment-and- feedback-principles The changing face of assessment & feedback 12/03/2014
  • REAP principles »Clarify what good performance is (goals, criteria, standards) »Facilitate the development of reflection and self-assessment in learning »Deliver high quality feedback to students: that enables them to self-correct »Encourage peer and student-teacher dialogue around learning »Encourage positive motivational beliefs & self esteem through assessment »Provide opportunities to act on feedback »Provide information to teachers that can be used to help shape their teaching (making learning visible) Nicol and Macfarlane-Dick (2006) From challenge to change 07/02/2014 7 Good assessment and feedback should:
  • Curriculum design 8 Implementing principles University of Ulster ‘Viewpoints’ Cards http://jiscdesignstudio.pbworks.com/w/file/70476581/Viewpoints%20A%26F%20Cards.pdf The changing face of assessment & feedback 12/03/2014
  • Spend 10 minutes looking through the cards, and then identify and agree as a table your top 3 principles for assessment and feedback in order of importance. If you have time, explore the activities on the back of the cards. The changing face of assessment & feedback 12/03/2014 9 Viewpoints activity
  • Promoting employability 10 »Emphasis on summative assessment does not reflect working life »Skills in giving feedback and using feedback from multiple sources essential »Sometimes understanding the brief is the hard part…. »Students can not always articulate the skills they have CC BY-NC-ND 2.0 Webmaster Birmingham City University The changing face of assessment & feedback 12/03/2014
  • Dimensions of work-integrated assessment 11 University of ExeterWork Integrated Assessment Model The changing face of assessment & feedback 12/03/2014
  • 12 University of Exeter student evaluation of learning from applying model The changing face of assessment & feedback 12/03/2014
  • Peer review 13 »Most significant shift towards assessment for learning »Students need to be convinced of benefits »Open source tools e.g. Peerwise CC BY-SA 2.0 AJC1 The changing face of assessment & feedback 12/03/2014
  • Aligning technology with principles 14 University of Exeter ‘TechTrumps’ http://jiscdesignstudio.pbworks.com/w/page/63225947/Technology%20Top%20Trumps The changing face of assessment & feedback 12/03/2014
  • Longitudinal development: feeding foward 15 »Feed forward »Ipsative approaches »Technology needed to support information sharing CC BY-NC-ND 2.0 Waveneyavenue The changing face of assessment & feedback 12/03/2014
  • Curriculum Design: scheduling 16 University of Dundee course redesign using University of Herfordshire assessment timelines tool The changing face of assessment & feedback 12/03/2014
  • Analysing feedback »Feedback is a ‘black box’ »Programme teams don’t discuss feedback »Useful analytical tools available 17 CC BY-SA 2.0 xdxd_vs_xdxd The changing face of assessment & feedback 12/03/2014
  • What kind of feedback do you give? P1 - Praise. Motivating but if used indiscriminately can appear insincere. P2 - Recognising Progress (ipsative feedback). Can be motivating and informs students about their learning. Lack of progress serves as an early warning. C - Critique. How work falls short of expectations or criteria; can be discouraging if not accompanied by information on how to improve. A - Advice. Help students take future action to improve. Q - Clarification requests. Asking learners to think more deeply about their work and generate actions themselves. O - Unclassified statements. Neutral comments, for example that describe the piece of work but do not make any judgement. 18 (adapted from IOE feedback profile) The changing face of assessment & feedback 12/03/2014
  • Electronic Assessment Management »Academics less keen than students or administrators »Technology is coming of age »Clear evidence of workload savings »Pre-requisite for analytics »Electronic marking isn’t that bad!!! 19 CC BY-NC-SA 2.0 jackhynes The changing face of assessment & feedback 12/03/2014
  • Activity: Returning to your principles & challenges, what approaches highlighted today might help implement the principles & address the challenges? . What are the remaining challenges that still need solutions ? The changing face of assessment & feedback 12/03/2014 20
  • Any questions ? 21The changing face of assessment & feedback 12/03/2014
  • http://bit.ly/jiscdsaf 22The changing face of assessment & feedback 12/03/2014
  • Briefings »Changing assessment and feedback practice with the help of technology »Electronic Assessment Management »Enhancing student employability through technology supported assessment and feedback »Feedback and feed forward: using technology to support learner longitudinal development The changing face of assessment & feedback 12/03/2014 23