Assessment and Feedback PgCHEP workshop, Oct 27th 2010
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Assessment and Feedback PgCHEP workshop, Oct 27th 2010

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Dr Alan Masson (Magee Campus) and Catherine O’Donnell (Jordanstown Campus) delivered ‘Week 6: Assessment and Feedback’ on the Postgraduate Certificate in Higher Education Course (PgCHEP) course on......

Dr Alan Masson (Magee Campus) and Catherine O’Donnell (Jordanstown Campus) delivered ‘Week 6: Assessment and Feedback’ on the Postgraduate Certificate in Higher Education Course (PgCHEP) course on 27th October 2010.

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  • Welcome and Introduction (5 minutes) Group work task 1: Consider given strand, scenario and record objective(s) (5 minutes) Group work task 2: Select principles (5 minutes) Group work task 3: Map principles to student learning timeline (5 minutes) Group work task 4: Select implementation ideas (15 minutes) Group work task 5: Tailor a solution (5 minutes) Group work task 6: Share outputs and feedback: (15 minutes) Compare and share outputs (15 minutes) Conclusion and questions (5 minutes)
  • -
  • I think should only give out 1 set of cards initially and extra sets at next task.
  • Share outputs and feedback

Transcript

  • 1. Viewpoints: Assessment and Feedback Workshop Catherine O’Donnell , Viewpoints, University of Ulster 27th October 2010.
  • 2. Session Outline
    • Continuation of last weeks ‘Assessment for and assessment of learning’ session.
    • Viewpoints Introduction and Workshop Introduction (5 minutes).
    • Group work tasks (45 minutes).
    • Some examples of workshop outputs, photos, findings and next steps ( 5 minutes).
    • Conclusions and questions (5 minutes).
  • 3. Viewpoints Overview
    • Viewpoints has a remit to create a series of user-friendly reflective tools (in workshop and online format) to promote and enhance effective curriculum design.
    • Short video introduction - http://www.youtube.com/watch?v=rV_DE_0fPJ0
    • The tools help staff consider areas such as:
        • assessment and feedback,
        • information skills,
        • student interactions and
        • creativity and innovation
      • while considering the learner perspective.
  • 4. Workshop Overview
    • Aims to give you an opportunity to use the assessment and feedback strand of the Viewpoints tool while considering your group scenario.
    • Uses large laminated worksheets (with a student timeline) and best practice cards as prompts to assist conversation, debate, creative thinking and problem solving.
    • You will work together in your groups to plan how to address your group scenario and agreed objective(s).
    • You will produce visual output which you will be asked to share with the other groups.
  • 5. Group work tasks
      • Please take a moment to organise into the groups you chose last week (maximum 5 per group).
    • Each group has:
      • A module level scenario to consider.
      • Resources you can use - a worksheet, prompts, post-its and markers etc.
      • 6 time limited set tasks to complete.
      • The opportunity to feed back some ideas and share output experiences briefly at the end.
  • 6. Task 1 (3 minutes)
    • R ecord brief details about your groups scenario in the ‘objective’ box at the top of the laminate worksheet.
    • Towards the end of this workshop a volunteer from each group will be requested to briefly share key group outputs and/or reflections (there will only be a few minutes each to do this though you could continue discussions via WebCT).
    • You might find it useful to note key outputs in the spaces provided on the scenario worksheet provided as you go along.
  • 7. Task 2 – Select principles (5 minutes)
    • Firstly only look at the front of the cards.
    • Choose any cards that might help you address your group’s objective(s).
  • 8. Task 3 – Map principles to student learning timeline (10 minutes)
    • Place the cards on the student timeline, where your group thinks relevant, considering the student perspective . Note: you can place the same cards in more than one place on the timeline .
  • 9. Task 4 – Select Implementation ideas (20 minutes)
    • Turn over the most important card(s) and select any ideas that might help your group address your scenario.
      • (Note: you could indicate what you do already (using black marker) or aspire to do (using blue marker) if you like.
    • Rank the most important card(s) using the ‘rating’ box or rate individual ideas in order of priority.
  • 10. Task 5 - Tailoring a solution (5 minutes)
    • Discuss how your ideas could be used in practice.
    • Make notes using post-its or markers in the ‘your plan’ area.
    • Note any overall action points and reflections.
    • One member from each group is asked to briefly share key group outputs and reflections (1 min each).
  • 11. Just before the final task some examples of workshop outputs, photos, findings and next steps.
  • 12. Captured Process
    • Workshop sessions
    Reward & Recognition residential
  • 13. A&F Example Scenario: Improve dissertation standards, module level Why: To bridge gap between module-based assignments and independent research.
  • 14. A&F Example Scenario: Improve feedback methods, module level Why: Students fail to engage with written assessment feedback.
  • 15. A&F Example Scenario: Effective use of an ePortfolio, module level Why: Course up for revalidation – artefacts could be useful beyond the module.
  • 16. A&F Example Scenario: ‘Reflect on Me’ Why: To allow students to develop skills and share these across modules.
  • 17. A&F Example Scenario: Improve student engagement Why: Course up for revalidation – going to be using a blended approach (combination of block face-to-face teaching and online learning).
  • 18. A&F Example Example assessment and feedback output from workshop with PhD students as part of an ‘Assessment for Learning’ session with their lecturer.
  • 19. Information skills outputs The library team looking at SCONUL Pillar 6 (Use and Share Information).
  • 20. Course Level Course View workshop Images
  • 21. 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 relation to creativity.”
      • “ Better face to face interaction with course team.”
      • “ Look at the holistic approach.” “Group participation/engagement on ideas”
      • “ Being given the time to reflect.”
      • “ Useful prompts and discussion.”
      • From library http://www.youtube.com/watch?v=KuX6b4L_AoA&feature=channel
  • 22. Next steps
    • Refine the workshop format based on feedback.
    • Develop the online version of the tools.
    • Promote and disseminate both versions.
    • Build up examples / case studies / digital stories.
  • 23. Task 6 - Share outputs and feedback (maximum 5 minutes per group)
    • One or two members from each group briefly feed back your key findings / experiences of using the strand to consider your group scenario.
    • I would like to invite further discussions beyond this session via WebCT.
  • 24. Any Questions?
  • 25. And finally, Some reflective prompts about the process…….. Alan feel free to add here 
  • 26. Further information
    • Project blog: http://viewpoints.ulster.ac.uk
    • CIES R&R Programme: http://www.cetl.ulster.ac.uk/elearning/rrs/
    • RLO CETL: http://www.rlo-cetl.ac.uk
    • ALT-C 2010 Viewpoints Encouraging creativity and reflection discussion topic:
    • http://viewpointsproject.ning.com/forum/topics/altc-2010-viewpoints (sign in required).
    • Workshop presenter details:
    • Dr Alan Masson, Project Director - [email_address]
    • Catherine O’Donnell, Academic E-Learning Consultant - [email_address]