Viewpoints Assessment and Feedback workshop 25th March 2011

Viewpoints: Assessment and Feedback Workshop Catherine O’Donnell and Dr Vilinda Ross Viewpoints Workshop (3.00-4.30) 25 th March 2011

Session Outline
An Introduction to the Viewpoints process.
Some examples of workshop outputs, photos, findings.
Group work tasks
Module Level
Course Level
Conclusions and questions.

Purpose (objectives)
By the end of this session you should:
Be aware of the Viewpoints project.
Have seen some resources and also some examples of staff using Viewpoints resources and prompts.
Have had an opportunity to use some of the resources while considering your challenge(s).

Viewpoints Overview
Remit to create a series of reflective tools 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,
learner engagement and
creativity and innovation
while considering the learner perspective.

Workshop Overview
Aims to give you an opportunity to use the assessment and feedback strand of the Viewpoints tool while considering a chosen challenge at both module and course level.
It uses large worksheets (with a student timeline) and cards.
You will work together to plan how to address agreed objective(s).
You will produce visual outputs / records of key decisions.

Some module level examples and tasks

Task 2 – Select principle(s) (2 minutes)

A&F Example Scenario: Improve dissertation standards, module level. Why: To bridge gap between module-based assignments and independent research.

A&F Example Scenario: Improve feedback methods, module level. Why: Students fail to engage with written assessment feedback.

A&F Example Scenario: ‘Reflect on Me’. Why: To allow students to develop skills and share these across modules.

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).

A&F Example Scenario: Effective use of an ePortfolio, module level. Why: Course up for revalidation – artefacts could be useful beyond the module.

A&F Example Example assessment and feedback output from workshop with PhD students as part of an ‘Assessment for Learning’ session with their lecturer.

Task 1: Module level focus (about 5 minutes)
Spend a few minutes discussing/brainstorming
Why you need to redesign the Assessment and Feedback strategy for the chosen module?
How you might/ would like to redesign it ?
R ecord brief details in the ‘objective’ space provided.
E.g. improve student engagement, provide variety of timely assessment methods, improve feedback methods or introduce effective peer-feedback.
You might also find it useful to note key decisions on the worksheet using markers or post-its as you go along.

Task 2 – Select principles (about 5 minutes)
Firstly only look at the front of the cards.
Choose any cards that might help you address your objective(s).

Task 3 – Map principles to student learning timeline (about 10 minutes)
Place the cards on the student timeline, where you think relevant, considering the student perspective . Note: you can place the same cards in more than one place on the timeline .

Task 4 – Select implementation ideas and tailoring a solution (about 20 minutes)
Turn over the most important card(s) and select any ideas that might help achieve your objectives.
Discuss how your ideas could be used in practice.
Make notes using post-its or markers on worksheet.
Note any overall action points and reflections .

Some course level examples and tasks

Course Level Course View workshop Images

Course Level Example 1

Course Level Example 2

Task 5 – Consider your challenges at course level (about 10 minutes)
Spend about 10 minutes in groups discussing/brainstorming what are your main challenges at course level.
Decide how you wish to look at the course, by year and semester.
Do you need to redesign anything? E.g. provide more flexible assessment and feedback methods, consider timing and workload of assessments across the course etc.?
How would/could you redesign aspects ?
Use the course level worksheet and course level cards if you wish during your discussion/brainstorm.
.

Task 6 – Share plans (about 10 minutes)
Share key points with the other groups via course level sheet.
One or two members from each group briefly feed back your progress.
Share the key features of your group output.

What you could do next…
Complete a worksheet for each module.
Place the course and module worksheets side by side.
Look at your plans across the modules.
Decide/agree/plan anything you need to adjust especially while considering any module that requires redesign and how it links to the other modules.
Make some notes using post-its / markers if helpful.
Revisit the course level worksheet.
Check if anything needs adjusted or actioned course wise.
Make some brief notes on worksheet.

Course and module level side by side

Conclusions
By now you should:
Be aware of the Viewpoints project.
Have seen some resources and also some examples of staff using Viewpoints resources and prompts.
Have had an opportunity to use some of the resources while considering your challenge(s).

Any Questions?

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 Dr Alan Masson, Project Director - [email_address] Catherine O’Donnell, Academic E-Learning Consultant - [email_address] Karen Virapen, Instructional Technologist – [email_address] Jill Harrison, Instructional Technologist – [email_address] Dr Vilinda Ross, Research Fellow – [email_address]

http://viewpointsproject.blogspot.com	45
http://viewpointsproject.blogspot.co.uk	13
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Viewpoints Assessment and Feedback workshop 25th March 2011

by Viewpoints, University of Ulster on Mar 29, 2011

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Viewpoints Assessment and Feedback workshop 25th March 2011 — Presentation Transcript