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G Saunters
G Saunters
G Saunters
G Saunters
G Saunters
G Saunters
G Saunters
G Saunters
G Saunters
G Saunters
G Saunters
G Saunters
G Saunters
G Saunters
G Saunters
G Saunters
G Saunters
G Saunters
G Saunters
G Saunters
G Saunters
G Saunters
G Saunters
G Saunters
G Saunters
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G Saunters

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  • 1. Dr Mark J.P. Kerrigan, Dr Mark Clements, Dr Andrew Bond, Ms Federica Oradini, Ms Yanitsa Nedelcheva & Prof Gunter Saunders e-Reflect, a System for Making Assessment Count through Reflection educating for professional life
  • 2. educating for professional life UK University Context <ul><li>UK students </li></ul><ul><li>feel they are assessed too much </li></ul><ul><li>that they do not receive enough feedback </li></ul><ul><li>UK lecturers feel students do not use feedback </li></ul><ul><li>Mass HE means that students can be isolated </li></ul><ul><li>And the same can also happen to staff </li></ul><ul><li>Staff/student differences and separation significant </li></ul>
  • 3. Students enrol on a degree educating for professional life Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW Degree with a Fantastic sounding name
  • 4. educating for professional life Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW
  • 5. educating for professional life Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW
  • 6. educating for professional life Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW Team Student CW
  • 7. <ul><li>‘ Once I have read the feedback I understand why I got the grade I did’. </li></ul>educating for professional life ‘ I would learn more if I received more feedback’.
  • 8. <ul><li>‘ I use the feedback to go back over what I have done in the assignments’. </li></ul>educating for professional life ‘ I tend to only read marks’.
  • 9. What holds a degree together? <ul><li>The motivation and willingness of a student to succeed </li></ul><ul><li>Staff that support the students throughout their learning </li></ul><ul><li>The feedback that students receive on their work </li></ul><ul><li>Personal tutors </li></ul>educating for professional life
  • 10. The e-Reflect Project educating for professional life
  • 11. Aims & Objectives <ul><li>The development of a student-centred, Web 2.0 process for reflection on feedback (eReflect) </li></ul><ul><li>Integration of eReflect with tutoring process thus opening a learning dialogue </li></ul><ul><li>Foster a ‘joined-up’ virtual and physical learning environment, which will focus attention on individual student needs thus supporting them to become better lifelong learners </li></ul>educating for professional life
  • 12. The eReflect process educating for professional life eReflect uses the SOS model of feedback whereby students receive S ubject, O perational and S trategic feedback for each piece of coursework. Students complete a piece of course work (1) that is then graded and feedback written on the script (2). Following reading their feedback students complete and an online reflective questionnaire (3) that culminates in an emailed report (4). Students then use this report to complete their reflective blog (5) that is then read and commented on by their personal tutor (6).
  • 13. The eReflect process educating for professional life eReflect uses the SOS model of feedback whereby students receive S ubject, O perational and S trategic feedback for each piece of coursework. Students complete a piece of course work (1) that is then graded and feedback written on the script (2). Following reading their feedback students complete and an online reflective questionnaire (3) that culminates in an emailed report (4). Students then use this report to complete their reflective blog (5) that is then read and commented on by their personal tutor (6).
  • 14. The eReflect process educating for professional life eReflect uses the SOS model of feedback whereby students receive Subject, Operational and Strategic feedback for each piece of coursework. Students complete a piece of course work (1) that is then graded and feedback written on the script (2). Following reading their feedback students complete and an online reflective questionnaire (3) that culminates in an emailed report (4). Students then use this report to complete their reflective blog (5) that is then read and commented on by their personal tutor (6).
  • 15. The eReflect process educating for professional life eReflect uses the SOS model of feedback whereby students receive S ubject, O perational and S trategic feedback for each piece of coursework. Students complete a piece of course work (1) that is then graded and feedback written on the script (2). Following reading of the feedback students complete an online reflective questionnaire (3) that culminates in an emailed report (4). Students then use this report to complete their reflective blog (5) that is then read and commented on by their personal tutor (6).
  • 16. The eReflect process educating for professional life eReflect uses the SOS model of feedback whereby students receive S ubject, O perational and S trategic feedback for each piece of coursework. Students complete a piece of course work (1) that is then graded and feedback written on the script (2). Following reading of the feedback students complete an online reflective questionnaire (3) that culminates in an emailed report (4). Students then use this report to complete their reflective blog (5) that is then read and commented on by their personal tutor (6).
  • 17. The eReflect process educating for professional life eReflect uses the SOS model of feedback whereby students receive S ubject, O perational and S trategic feedback for each piece of coursework. Students complete a piece of course work (1) that is then graded and feedback written on the script (2). Following reading of the feedback students complete an online reflective questionnaire (3) that culminates in an emailed report (4). Students then use this report to complete their reflective blog (5) that is then read and commented on by their personal tutor (6).
  • 18. The eReflect process educating for professional life eReflect uses the SOS model of feedback whereby students receive S ubject, O perational and S trategic feedback for each piece of coursework. Students complete a piece of course work (1) that is then graded and feedback written on the script (2). Following reading of the feedback students complete an online reflective questionnaire (3) that culminates in an emailed report (4). Students then use this report to complete their reflective blog (5) that is then commented on by their personal tutor (6).
  • 19. The Reflective Questionnaire <ul><li>Workload and time management </li></ul><ul><li>Efficiency/effectiveness of work approach </li></ul><ul><li>Motivation </li></ul><ul><li>Direct learning strategy </li></ul><ul><li>Awareness of available assessment guidance </li></ul><ul><li>Understanding of feedback received </li></ul><ul><li>Placing feedback in context </li></ul>educating for professional life Questions designed to focus student on:
  • 20. The Learning Journal (Blog) <ul><li>Reflection on Subject and Operational feedback </li></ul><ul><li>Identify key strengths </li></ul><ul><li>Share grades and performance with tutor </li></ul><ul><li>Identify areas for improvement </li></ul><ul><li>Develop a strategy for learning </li></ul><ul><li>Increase integration </li></ul><ul><li>Develop as a life-long reflective learner </li></ul>educating for professional life Designed to focus student and act as a basis for dialogue
  • 21. The eReflect Pilot <ul><li>77students and 9 staff in Biosciences </li></ul><ul><li>Average of 9 different assessments over the semester </li></ul><ul><li>Use a combination of diagnostic questionnaire and reflective blogs </li></ul><ul><li>Not compulsory </li></ul><ul><li>Pilot just come to an end ~40 have so far participated </li></ul>educating for professional life
  • 22. Response to the eReflect Pilot <ul><li>Active participants very positive about </li></ul><ul><ul><li>The process </li></ul></ul><ul><ul><li>The benefits of engaging </li></ul></ul><ul><li>Overall participation rate lower than hoped for </li></ul><ul><ul><li>It was a ‘voluntary’ scheme </li></ul></ul><ul><ul><li>It started mid way through an academic year </li></ul></ul>educating for professional life
  • 23. Response to the e-Reflect Pilot educating for professional life
  • 24. Roll out across the degree <ul><li>All students on the Life Sciences degree </li></ul><ul><li>Participation integrated into curriculum </li></ul><ul><li>Tutors given time allocation for e-Reflect </li></ul><ul><li>e-Reflect now linked to students records </li></ul><ul><li>SQL database provides ‘robust’ application </li></ul><ul><li>e-Reflect becoming a corporate application </li></ul>educating for professional life
  • 25. Overview of production phase process <ul><li>Student completes google questionnaire </li></ul><ul><li>Data saved in google spreadsheet </li></ul><ul><li>RSSBus grabs data from questionnaire </li></ul><ul><li>Student information from SRS added to data string </li></ul><ul><li>Composite data passed to SQL reporting services </li></ul><ul><li>Pdf report generated </li></ul><ul><li>Report emailed to student google mail account </li></ul>educating for professional life
  • 26. Early Evaluation of production phase <ul><li>Over 250 students have participated </li></ul><ul><li>Over 600 reports sent out </li></ul><ul><li>Initial interviews with 30 participants </li></ul><ul><ul><li>Majority presently see e-Reflect as helpful </li></ul></ul>educating for professional life
  • 27. Some important themes emerging <ul><li>The ‘time’ spent on the work seem useful </li></ul><ul><li>Overall view of performance </li></ul><ul><li>Perception that it supports ‘improvement’ </li></ul><ul><li>And the Learning Journal </li></ul><ul><li>Majority saw the value of this </li></ul><ul><li>The e-Reflect report made writing easier </li></ul>educating for professional life
  • 28. And the problems….. <ul><li>Slow or no response from tutor </li></ul><ul><ul><li>Time consuming </li></ul></ul><ul><ul><li>Complete waste of time </li></ul></ul><ul><ul><li>Report revealed nothing new </li></ul></ul><ul><ul><li>Didn’t understand the report </li></ul></ul>educating for professional life
  • 29. Future Evaluation Work <ul><li>Comparison to previous experience </li></ul><ul><li>Has it affected student/staff dialogue </li></ul><ul><li>Changes in attitude to online tools </li></ul><ul><li>Effects on achievement/progression </li></ul><ul><li>Changes in staff practice </li></ul>educating for professional life
  • 30. Summary <ul><li>E-Reflect </li></ul><ul><li>Helps students use feedback in a structured way </li></ul><ul><li>Can give tutors information to help guide the student </li></ul><ul><li>Can personalise the learning experience </li></ul><ul><li>Builds a corpus of reflective evidence of progress </li></ul><ul><li>Adds breadth to PDP via close links to the subject </li></ul>educating for professional life
  • 31. JISC (funding body) University of Westminster TWOLER – JISC funded project educating for professional life Acknowledgements

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