ESE Project Findings - A&F Reflective Tool
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Fiona Doherty presents project findings for the Enhancing the Student Experience HEP module.

Fiona Doherty presents project findings for the Enhancing the Student Experience HEP module.

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ESE Project Findings - A&F Reflective Tool ESE Project Findings - A&F Reflective Tool Presentation Transcript

  • Using REAP Principles and a Student Timeline to help Ulster staff reflect on their Assessment & Feedback Strategy Enhancing the Student Experience: Project findings Fiona Doherty, Instructional Technologist fp.doherty@ulster.ac.uk Viewpoints Project, JISC Curriculum Design Programme 1 st May 2009
  • Background
    • Viewpoints – JISC Curriculum Design Programme
    • Aim: Create a series of simple, user-friendly reflective tools for staff, promoting and enhancing good curriculum design.
      • Student Profiler – Student focussed cohort review tool
      • 5 reflective tools/strands:
        • Assessment and Feedback
        • Information Skills and Resources
        • Community
        • Teaching Styles
        • Course Pathways / module selection
  • Importance of Assessment & Feedback
      • Ramsden, Biggs, Race, Rowntree, Nicol, Macfarlane-Dick, Gardner, Snyder, Brown, Gibbs, Simpson, Knight, Yorke, Tinto, Bowden, Calder, Boud, Sadler, Rust, etc.
      • JISC, HE Academy, QAA
    “ Assessment is the curriculum.” “ Students will study what they think will be assessed.” (Ramsden, 1992) “ Assessment is at the heart of the undergraduate experience. Assessment defines what students regard as important, how they spend their time and how they come to see themselves as students and then as graduates. It follows, then that it is not the curriculum which shapes assessment, but assessment which shapes the curriculum and embodies the purpose of higher education.” ( Brown & Knight, 1994)
  • Ulster Assessment & Feedback
    • Assessment handbook (Academic Office website)
    • Assessment resources (Staff Dev website)
    • T&L Strategy, STAR & 1 st Year Teaching Guidelines
    • Constructive alignment (Biggs, 1999)
    • Assessment for learning rather than of learning
    • Formative v summative assessment
    • Feedback v feed-forward
    • Assessment & feedback methods
    • Who assess – self, peer, tutor?
    • Discipline specific, level specific
  • Defining the Student Timeline
    • Break down and define the student lifecycle based on a typical 3 year undergraduate course at the University of Ulster.
    • Looking at the Ulster’s Academic Calendar for 09/10 – 11/12.
    • Identifying important points in the student lifecycle, e.g. the first few weeks with regard to retention.
    • Use generic phases that should map to a majority of courses from a variety of faculties.
    • Semester by semester approach.
    Final phase Mid-semester First few weeks Orientation Induction Exam Period Wks 8-12 Wks 4-7 Wks 2-3 Wk 1 0
  • How to prompt A&F Reflection?
    • Use of principles/guidelines, such as:
    Ulster’s STAR Guidelines for the Management of Student Transition Guidelines for the Management of Student Transition – The STAR Project (Student Transition and Retention), Cook, Rushton, McCormick, Southall (2005). Chickering & Gamson’s Good Practice in Undergraduate Education 7 principles proposed in the US by Chickering and Gamson (1991) based on their review of good undergraduate education. These principles are a starting point in trying to understand the relationship between the theory and practice of assessment. Ulster’s Guidelines for First Year Undergraduate Teaching Developed alongside the T&L strategy. Section 4 has 4 guidelines relating to Assessment & Feedback. Ulster’s Assessment Handbook (May 2007) 160 page doc – practical guide – intended to promote best practice. Covers many aspects of assessment practice – offers an intro to topics and acts as a key reference doc for policies relating to assessment. Re-Engineering Assessment Practices (REAP) Principles of good formative assessment and feedback. 12 formative assessment principles developed by the University of Strateclyde by the Assessment Working Group. These principles are based on recent research on assessment (Yorke, 1987: Nicol & Macfarlane-Dick 2004, 2006, in press: Boud, 2000: Knight, 2002: Knight and Yorke, 2003), the QAA guidelines on assessment of student learning (2006) and published studies of University policies and practices that are associated with high levels of student success (Kuh, Kinzie, Schuh and Whitt, 2003: Tinto, 1991). University of Ulster National
  • About the REAP Project & Principles
    • Re-engineering Assessment Practices (REAP)
    • REAP Partners include University of Strathclyde, University of Glasgow and Glasgow Caledonian University
    • Draws on current educational research (Gibb’s & Simpson’s 11 Conditions, Knight & Yorke, Boud)
    • Emphasis on student responsibility with goal to develop in students the ability to monitor, manage and self-direct their own learning.
    • 11 Principles of good assessment design (7 empower, 4 engage students)
    • 12 Principles for effective assessment and feedback with questions & implementation techniques (David Nicols, published by QAA)
  • Principles of Good Assessment Design
      • "empower"
    • Engage students actively in identifying or formulating criteria
    • Facilitate opportunities for self-assessment and reflection
    • Deliver feedback that helps students self-correct
    • Provide opportunities for feedback dialogue (peer and tutor-student)
    • Encourage positive motivational beliefs and self-esteem
    • Provide opportunities to apply what is learned in new tasks
    • Yield information that teachers can use to help shape teaching
  • Principles of Good Assessment Design (cont.)
      • "engage"
    • Capture sufficient study time and effort in and out of class
    • Distribute students’ effort evenly across topics and weeks .
    • Engage students in deep not just shallow learning activity
    • Communicates clear and high expectations to students.
    • Adapted from Nicol and Macfarlane-Dick (2006) and Gibbs and Simpson (2004)
  • Other Principles
    • Curriculum Development Section
    • Students should receive regular, formative evaluations of their work early in their course or course component.
    STAR Guidelines
    • Assessment and feedback Section
    • The assessment strategy needs to be co-ordinated across modules.
    • There should be greater emphasis on formative feedback early in the semester.
    • Marking criteria should be made explicit to students.
    • Feedback should be timely and designed to enhance student progress; feedback should be forward looking rather than dwelling on past mistakes.
    Ulster’s First year Guidelines Good Practice in Undergraduate Education 4. Gives prompt feedback Chickering & Gamson
  • How to reuse the REAP Principles? 12. Inform and shape your teaching 6. Encourage interaction and dialogue 11. Motivate students 5. Have a positive impact on learning 10. Develop learning communities 4. Provide opportunities to act on feedback 9. Involve students when developing criteria 3. Deliver high quality feedback 8. Provide students with choice 2. Encourage time and effort on tasks 7. Develop self-assessment and reflection 1. Clarify good performance
  • A&F Mapping to a Student Timeline
  • Semester Timeline Students should receive regular, formative evaluations of their work early in the course or course components. SG Feedback should be timely and designed to enhance student progress; feedback should be forward looking rather than dwelling on past mistakes. There should be greater emphasis on formative feedback early in the semester. UG Emphasises time on tasks Emphasises time on tasks Gives prompt feedback CG 1 - Clarify expectations 5 – Constructive alignment 9 – involve in process 8- choice 1 - Clarify expectations 5 – Constructive alignment 8- choice 4 – feed forward 3 – quality feedback 7 – reflection 9 – involve in process 7 – reflection & self-assessment 2 – deep learning 6 – discussion 10 – learning communities 12 – inform teaching 4 – feed forward 3- Quality feedback to self-correct 4- feed forward 1 - Clarify expectations 5 – Constructive alignment 7 – reflection & self-assessment 10- learning communities 11. motivate 8 – Choice 11- Motivate 1 - Clarify expectations 11- Motivate RP Exams Coursework First few weeks Orientation Induction 13-16 8-12 4-7 2-3 1 0 Wks
  • Processes inform teaching Activate motivation in students Support learning communities Involve students in process Provide students with choice Facilitate reflection and self-assessment Allow for feedback discussion Constructively align to the teaching Allow feedback to feed-forward Provide quality feedback Encourage deep learning Clarify expectations Does your assessment and feedback… Provide students with choice Allow for feedback discussion Allow feedback to feed-forward Provide students with choice Involve students in process Allow for feedback discussion Allow for feedback discussion Support learning communities Provide students with choice Involve students in process Activate motivation in students Support learning communities Allow for feedback discussion Provide students with choice Involve students in process Provide students with choice Activate motivation in students Clarify expectations Constructively align to the teaching Clarify expectations Constructively align to the teaching Allow for feedback discussion Facilitate reflection and self-assessment Activate motivation in students Encourage Deep Learning Allow feedback to feed-forward Facilitate reflection and self-assessment Provide quality feedback to self-correct Constructively align to the teaching Processes inform teaching Provide quality feedback to self-correct Allow feedback to feed-forward Clarify expectations Activate motivation in students Constructively align to the teaching Clarify expectations Activate motivation in students Clarify expectations Final phase Mid-semester First few weeks Orientation Induction Examination Period Wks 8-12 Wks 4-7 Wks 2-3 Wk 1 0 Desired Essential Criteria
  • Initial concept of a reflective A&F Tool
  •  
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  •  
  • Initial Feedback on Tool Concept – Ulster Staff
    • A&F Reflective Task & Questionnaire
    • Sent to 21 academic staff from a variety of disciplines on 23 April 09
    • Feedback so far (based on 5 responses) –
        • Found task quite easy and useful
        • Found the principles easy to understand and comprehensive
        • Helped them reflect on their A&F strategy
  • Initial Feedback on Tool Concept – Ulster staff (cont.) “ Allowed me time to think through the assessment processes and my expectations at each stage.” “ It allowed me to consider the student experience of assessment and what assessment should be achieved in the development of the student.” “ It was very useful reflecting on what the student will be exposed to from initiation to the module right through to assessment.” “ It helped me consider how reflection on assessment could be configured in various stages throughout the module.”
  • Development Partners/ Stakeholders
    • Ulster
      • T&L PVC
      • CHEP/Staff Development
      • Quality Management and Audit Unit
      • Co-ordinators of Student Learning
      • Access & Distributed Learning
    • External
      • REAP Project – David Nicols
      • Other JISC Curriculum projects
      • JISC Cluster – Open University, University of Strathclyde
      • Project Critical Friend – Peter Bullen
      • HE Academy
  • Development of the A&F Tool
    • Deliver focus groups & workshops with Ulster staff
    • Develop from concept to working tool (based on feedback)
    • Consider – Usability, Outputs, Purpose & Audience
    • Identify benefits for:
      • Users
      • Learners
      • Institution
  • Resources
    • Viewpoints project blog - viewpointsproject.blogspot.com /
    • JISC Curriculum Design Programme jisc.ac.uk/whatwedo/programmes/elearningcapital/curriculumdesign/fundedprojects.aspx
    • REAP Project & Principles - reap.ac.uk /
    • QAA Enhancement Themes – Curriculum design for the first year - enhancementthemes.ac.uk/documents/firstyear/Curriculum_Design_final_report.pdf
    • Chickering & Gamson’s Good Practice in Undergraduate Education - honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/7princip.htm
    • Ulster Assessment Handbook - ulster.ac.uk/academicoffice/download/Handbooks/Assessment%20Handbook%20-%202007.pdf
    • Ulster Assessment Resources - staffdev.ulster.ac.uk/index.php?page =assessment
    • STAR Guidelines - ulster.ac.uk/star/resources/star_guidelines.pdf
    • Guidelines for 1 st Year Undergraduate Teaching - ulster.ac.uk/star/STARfellows/s0743guidelines.pdf
    • Ulster Academic Calendar - ulster.ac.uk/academicservices/student/common/attendance.pdf
    • Biggs, J. (1999) Teaching for Quality Learning at University. Buckingham: Open University Press/SRHE.
    • Brown, S. & Knight P. (1994) Assessing Learners in Higher Education. Kogan Page.
    • Ramsden, P. (1992) Learning to teach in higher education London Routledge.