A&F session - PhD students

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Viewpoints assessment and feedback workshop with PhD students

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A&F session - PhD students

  1. 1. Encouraging reflection and creativity in assessment and feedback practice Fiona Doherty, Catherine O’Donnell Technology Facilitated Learning, University of Ulster Assessment for Learning - 9th March 2010
  2. 2. Session Outline (45 mins) <ul><li>Introduce session (2 mins) </li></ul><ul><li>Assessment and feedback (A&F) group activities (40 mins) </li></ul><ul><ul><li>Select cards (5 mins) </li></ul></ul><ul><ul><li>Select ideas (10 mins) </li></ul></ul><ul><ul><li>Tailor a solution (15 mins) </li></ul></ul><ul><ul><li>Feed back to the group (10 mins) </li></ul></ul><ul><li>Questions (3 mins) </li></ul>
  3. 3. Viewpoints Overview <ul><li>Viewpoints is a JISC-funded curriculum design project. </li></ul><ul><li>Its remit is to create a series of user-friendly reflective tools (in workshop and online format) to promote and enhance effective curriculum design . </li></ul><ul><li>The tools will help staff consider areas such as: </li></ul><ul><ul><li>- assessment and feedback, information skills, student interactions, teaching & learning and options & pathways. </li></ul></ul>
  4. 4. The A&F Workshop <ul><li>An activity-based workshop that aims to encourage reflection and creativity in assessment and feedback practice, considering the learner perspective. </li></ul><ul><li>It uses large laminated worksheets (with a student timeline) and best practice assessment and feedback cards as prompts. </li></ul><ul><li>Participants work together in groups to plan how to address their assessment and feedback objective(s). </li></ul><ul><li>Participants produce visual output. </li></ul>
  5. 5. Activity Introduction <ul><li>You have been assigned to a team to design an A&F strategy for a Master’s level dissertation project module. As a group, you are going to plan a possible A&F strategy for teaching this module. </li></ul><ul><li>As a group, chose one or more of the following objectives to focus on when planning your A&F strategy: </li></ul><ul><ul><li>Improve dissertation standards </li></ul></ul><ul><ul><li>Improve student engagement </li></ul></ul><ul><ul><li>Improve feedback methods </li></ul></ul><ul><ul><li>Introduce effective peer-feedback </li></ul></ul><ul><ul><li>Make effective use of collaborative learning </li></ul></ul>
  6. 6. Activity 1 – Select Cards (5 mins) <ul><li>Write your chosen group focus on the worksheet. </li></ul><ul><li>Chose relevant A&F cards that might address this and place them on the timeline, where relevant, considering the student perspective. </li></ul>
  7. 7. Activity 2 – Select Ideas (15 mins) <ul><li>Turn over the most important card(s) and as a group discuss and tick any ideas that might help address your group focus. </li></ul>
  8. 8. Activity 3 - Tailoring a solution (10 mins) <ul><li>Discuss how your selected ideas could be used in practice to address your group focus. </li></ul><ul><li>As a group make notes on the worksheet using post-its or markers . </li></ul>
  9. 9. Activity 4 – Group feedback (10 mins) <ul><li>One member from each group briefly feed back your progress. </li></ul><ul><li>Share the key features </li></ul><ul><li>of your group output . </li></ul><ul><li>(Approx 1 min each) </li></ul>
  10. 10. Any Questions?
  11. 11. Further information Project blog: http://viewpoints.ulster.ac.uk Catherine O’Donnell Academic E-Learning Consultant [email_address] Fiona Doherty Instructional Technologist [email_address]

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