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  • Alan 12.00-12.10
  • Alan 12.00-12.10
  • Alan 12.00-12.10
  • Alan 12.00-12.10
  • Alan 12.00-12.10
  • Alan 12.00-12.10
  • 11/14/11 Alan 12.00-12.10
  • 11/14/11 Alan 12.00-12.10
  • Catherine 12.10-12.20
  • Catherine 12.10-12.20
  • Catherine 12.10-12.20
  • Catherine 12.10-12.20
  • Catherine 12.10-12.20
  • Catherine 12.10-12.20
  • Catherine 12.10-12.20
  • Catherine 12.10-12.20
  • Catherine 12.10-12.20
  • Catherine 12.10-12.20
  • Catherine 12.10-12.20
  • Circulate the pdf A&F cards Catherine 12.29-12.31 5 principles
  • Catherine 12.31-12.35
  • Consider, vote and show of hands Catherine 12.31-12.35
  • If you think Viewpoints could be useful in your project / institution Indicate what you think top 3 most USEFUL ASPECTs in order of preference are/might be Type these into the text box and mark with 1, 2 or 3 Catherine 12.35-40
  • Alan 12.40-12.50
  • Alan 12.40-12.50
  • 11/14/11
  • 11/14/11
  • 11/14/11
  • 11/14/11
  • 11/14/11
  • 11/14/11
  • 11/14/11
  • 11/14/11 Quote made from one participant (and made into a tagcloud in Wordle) Quote reads “Visual, interactive, fun, productive, collaborative” (Participant at the SEDA Conference, May 2011)
  • 11/14/11
  • 11/14/11

Transcript

  • 1. Tools to support effectiveassessment and feedback; theViewpoints Project ApproachDr Alan Masson and Catherine O’DonnellViewpoints Project, University of Ulster11th May 2012
  • 2. Overview• Introduction and background context to the Viewpoints project• Viewpoints framework and themes overview• Typical walkthrough of the Assessment and Feedback workshop approach• Role of the principles in the workshop process• Some hands-on activities• Brief sharing of experiences and evaluation findings from Viewpoints• Questions and close
  • 3. Introduction and background context
  • 4. Viewpoints Project Overview1. Viewpoints is a JISC-funded institutional curriculum design project.2. Its remit is to create a user-friendly reflective workshop to promote and enhance effective curriculum design.3. The tools use a learner timeline with established principles of best practice to help staff consider areas such as: • Assessment and Feedback (REAP) • Information Skills (SCONUL Pillars) • Student Interactions (8 Learning Event Model)
  • 5. Viewpoints Project – Ulster context University introduced a new T&L strategy Streamlined curriculum approval processes Identified needs for curriculum innovation Viewpoints Project provided an opportunity to promote innovation and reflection in the curriculum design process Project outputs are now institutionally embedded and aligned
  • 6. Assessment and Feedback at Ulster• The University has recently adopted a set of Principles for Assessment and Feedback for Learning ( http://ee.ulster.ac.uk/assessment_and_feedback/ )• The Viewpoints project has supported the development and implementation of these Principles
  • 7. Viewpoints framework and themes overview
  • 8. Viewpoints 3 Part Framework• Inform, inspire and plan.• There are benefits for - Curriculum development. - Course teams. - Learners.• 3 themes - Assessment and feedback. - Information skills. - Learner engagement.• 2 views - Course and module.
  • 9. Assessment and Feedback ThemeREAP (http://www.reap.ac.uk/) 1. Clarify good performance. 2. Encourage time and effort on task. 3. Deliver high quality feedback. 4. Provide opportunities to act on feedback. 5. Encourage interaction and dialogue. 6. Develop self-assessment and reflection. 7. Give assessment choice. 8. Encourage positive motivational beliefs. 9. Inform and shape your teaching.*Implementation ideas for each principle on back of cards.
  • 10. Learner Engagement Theme The principles of learner engagement are based upon the 8 Learning Events Model developed by LabSET, University of Liège, Belgium. 1. Receive. 2. Create. 3. Debate. 4. Explore. 5. Imitate. 6. Experiment. 7. Practice. 8. Meta-Learn.*Implementation ideas for each principleon back of cards. http://www.flickr.com/photos/viewpointsproject/
  • 11. Information Skills ThemeSCONUL 7 Pillars (http://www.sconul.ac.uk) 1. Define the task and understand the topic. 2. Identify appropriate resources. 3. Search effectively. 4. Find and extract information. 5. Compare and analyse information. 6. Organise and share information ethically. 7. Interpret information and create new content.*Implementation ideas for each principle on back of cards.
  • 12. Typical walkthrough ofthe Assessment and Feedback workshop approach
  • 13. Learner timeline worksheet & resources
  • 14. Discussing the objective The team agree the objective for their session and write it at the top of the module worksheet.
  • 15. Reading the front of the cards The team read the principles on the front of the cards, choosing ones appropriate to their objective.
  • 16. Mapping the cards to the learner timeline  The team take their selected cards and map them to the appropriate point on the timeline (e.g. at the induction phase, during first few weeks of course)
  • 17. Reading examples on cards The course team turn the cards over and read the examples/ideas on the back.
  • 18. Choosing relevant examples The team select any examples that would fit with their course objective and their teaching practice.
  • 19. Adding in own ideas/comments The team write on any of their own ideas or comments, in order to tailor the examples to their own module.
  • 20. Sample finished worksheets
  • 21. Photos
  • 22. Typed up worksheets
  • 23. Task 1 Choose 2 assessment and feedback principles that might help you consider the following objective/challenge. 1. Clarify good performance. 2. Encourage time and effort on task. 3. Deliver high quality feedback. 4. Provide opportunities to act on feedback. 5. Encourage interaction and dialogue.Objective:Support Year 1 students’ transition to Higher Education.Challenge:Develop an assessment and feedback that provides a supportive learningenvironment for students in their transition to Higher Education.
  • 24. Task 2Vote for your first preference principle, the principle you feel will most help you achieve the objective/challenge. 3. Clarify good performance. 4. Encourage time and effort on task. 5. Deliver high quality feedback. 6. Provide opportunities to act on feedback. 7. Encourage interaction and dialogue.
  • 25. Task 3Consider then vote where on the learner timeline this principle could have most benefit7. Induction8. First few weeks9. Mid semester10.Final phaseThink about implementation ideas that could have the most benefit across the learner timeline.
  • 26. Task 4: Using Viewpoints in your project These are the aspects in full: - Flexibility - flexibility of the approach used Exploration - exploration of creative ideas Learner Centred - considering the learners experience/learner centred approach Environment - provision of an open and honest environment within which the group could engage Plans/Models - creation of simple models/structure clear and sensible plans Reflection - reflection on at least one aspect of curriculum design Principles - being able to (confidently) discuss an aspect of curriculum design with the knowledge of using sound principles Teamwork – being able to work effectively as a member of the group Creativity - new term for task
  • 27. Task 5:Using the text box type one benefit the Viewpoints approach /resources could have your*Course/subject*Learner*You
  • 28. Role of the principles in the workshop process
  • 29. Inform – Inspire - Plan
  • 30. Viewpoints process overview Card sorting / storyboarding metaphor Timeline and “challenge” provides context for workshop Phases of workshop introduce more complex “questions” - role of principles as prompts shifts through these phases
  • 31. Principles Provide framework to describe key learner “interactions” (focus) Too many or too few may stifle reflection and debate Relate to the learner experience Action based (verb-like) More consistent meaning v conceptual entities (i.e. lecture) Defers decisions about “how” to later
  • 32. Role of Viewpoints principles Provide palette of verb like entities with shared meaningsThese principles provide structured prompts: individual and group reflection; Discussion and debate; Introduce possible ideas for consideration; Provide things to prioritise / position / action; Personal annotation and use as basis of a plan
  • 33. Brief sharing of experiences andevaluation findings from ViewpointsProject.
  • 34. Shared meanings and priorities
  • 35. Interactive and engaging
  • 36. Facilitated discussions
  • 37. Informative and supporting
  • 38. Helps build effective teams
  • 39. www.wordle.net
  • 40. www.wordle.net
  • 41. Some Quotes“Thought provoking.”“Good to see the plan in front of you.”“Short sessions exploring ideas - very useful.”“Enjoyed it – not too time-consuming and time used very well.”“Good material supplied to encourage wider consideration.”"Got the team to brainstorm about the way forward in relationto creativity.”“Better face to face interaction with course team.”
  • 42. Some Quotes“Easy tool – visually descriptive, illustrative”“…Resources excellent prompts”“Suggestion cards act as a good prompt”“Cards aided formulation of ideas”“Accessible and easy to use. Comprehensiveand guiding.”“Look at the holistic approach.”“Group participation/engagement on ideas”“Being given the time to reflect.”“Useful prompts and discussion.”
  • 43. Questions and close (10 minutes)
  • 44. Further informationViewpoints project blog: http://viewpoints.ulster.ac.ukViewpoints resources site: http://viewpoints.ulster.ac.uk/resourcesDr Alan Masson, Project Director - aj.masson@ulster.ac.ukCatherine O’Donnell, Academic E-Learning Consultant - c.odonnell@ulster.ac.ukDr Vilinda Ross, Research Fellow - v.ross@ulster.ac.uk