Higher Education Academy : Evidence Based Practice Seminar Series 2010


Improving Assessment and Feedback Practices in a ...
Higher Education Academy : Evidence Based Practice Seminar Series 2010


Podcasts, Wikis, e-submissions, voting systems - ...
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Workshop Notes

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brief notes made by participants during the workshop sessions.

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Workshop Notes

  1. 1. Higher Education Academy : Evidence Based Practice Seminar Series 2010 Improving Assessment and Feedback Practices in a Technology Enhanced Learning and Teaching Environment Workshop notes In both the morning and afternoon workshops participants were asked to not down points re assessment and feedback issues. The following is a list of some of the comments made, though probably not doing justice to the discussion that took place. Feedback on feedback - PDP - Feeding forward - Follow-up in the next session Access to technology - Do all students have computer access, mobile phones? - Access to institutional equipment Ease of use of technologies Issues for adoption of technology Staff skills Time implications Policies Peer mentoring less threatening than central units for some staff Good practice: - Integrated series of assessment tasks receiving feedback and feedforward - The teaching is the feedback Multiple types of feedback for different purposes Develop study skills in using feedback / feedforward Maybe breakdown expert to learner relationship More opportunities for feedback – back channels Concerns about recording teaching sessions Is attendance necessary?
  2. 2. Higher Education Academy : Evidence Based Practice Seminar Series 2010 Podcasts, Wikis, e-submissions, voting systems - all ‘good’ in the correct context – need to consider role, purposes, fit for purpose? Making use of students personal technologies in class. Audio feedback on assessment Mobile Technology to support students on summer placements Environmental safety Edgeless university: - Where are the edges of our environment? - How open are we – internal threshold, external engagement o Values, culture, technologies, process Core assessed elements – managed close to HEI Disciplinary expectations for assessment and feedback Induction for staff and students – process, technology, management of learning etc. What is important in the curriculum? - How does technology help achieve this? - Disciplinary skills mapped to delivery

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