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Innovative assessment and feedback: responding to the networked student v1
- 1. INNOVATIVE ASSESSMENT AND FEEDBACK FOR THE NETWORKED STUDENT Nic Fair: Digital Educator and Web Scientist. nicfair.co.uk @nic_fair N.S.Fair@soton.ac.uk Simply Better Conference, Southampton, Sept 2018
- 2. WHAT THIS TALK WILL COVER… Module Overview Framing & Outline Learning Design The Intervention Research Findings Impact of self-assessment Discussion points
- 3. MODULE OVERVIEW….FRAMING & OUTLINE Living and Working on the Web (MANG2049) – University of Southampton All Online: - Synchronous student-educator interaction via Google Hangouts - Asynchronous interactions via Twitter and email. Innovative assessment / learning design Innovative feedback methods Integration of a MOOC
- 4. MODULE OVERVIEW…. LEARNING DESIGN
- 5. THE INTERVENTION….SELF-ASSESSMENT & TARGETED FEEDBACK
- 6. WHAT THE LEARNERS THINK… 8% 69% 23% 0% 23% 69% 8% 0% Extremely Positive Quite Useful Made no difference Quite unhelpful / Very negative How would you best describe your experience of self- assessment for developing your learning? Pre-module Post-module MANG2049, 2017-18, semester 1, survey data
- 7. WHAT THE LEARNERS THINK… 77% 23% 0% 91% 5% 4% Strongly / Partially Agree Neutral / No opinion Strongly / Partially Disgree Self-assessment can help me to know what to do to get the grade I need Pre-module Post-module MANG2049, 2017-18, semester 1, survey data
- 8. WHAT THE LEARNERS THINK… 83% 17% 0% 91% 5% 4% Strongly / Partially Agree Neutral / No opinion Strongly / Partially Disgree Self-assessment can let me track my own progress Pre-module Post-module MANG2049, 2017-18, semester 1, survey data
- 9. WHAT THE LEARNERS THINK… 71% 22% 7% 91% 5% 4% Strongly / Partially Agree Neutral / No opinion Strongly / Partially Disgree Self-assessment can help me to know what is important to learn Pre-module Post-module MANG2049, 2017-18, semester 1, survey data
- 10. WHAT THE LEARNERS THINK… 60% 25% 15% 91% 5% 4% Strongly / Partially Agree Neutral / No opinion Strongly / Partially Disgree Self-assessment can help me to understand feedback better Pre-module Post-module MANG2049, 2017-18, semester 1, survey data
- 11. WHAT THE LEARNERS THINK… After experiencing self-assessment in this context, there was a general shift from negative or neutral opinions to a positive ones about self-assessment helping students: Get the grade they want Control their progression Regulate and prioritise their learning Better understand tutor feedback
- 12. WHAT THE LEARNERS THINK… 55% 37% 8% 67% 19% 14% Strongly / Partially Agree Neutral / No opinion Strongly / Partially Disgree Self-assessment can enable me to comment on the work of my peers more effectively Pre-module Post-module MANG2049, 2017-18, semester 1, survey data
- 13. WHAT THE LEARNERS THINK… 25% 50% 25% 28% 33% 38% Strongly / Partially Agree Neutral / No opinion Strongly / Partially Disgree Self-assessment can be confusing and inaccurate Pre-module Post-module MANG2049, 2017-18, semester 1, survey data
- 14. WHAT THE LEARNERS THINK… 59% 34% 7% 47% 24% 29% Strongly / Partially Agree Neutral / No opinion Strongly / Partially Disgree Self-assessment marking criteria can be difficult to use without practice Pre-module Post-module MANG2049, 2017-18, semester 1, survey data
- 15. WHAT THE LEARNERS THINK… 17% 35% 48% 10% 29% 61% Strongly / Partially Agree Neutral / No opinion Strongly / Partially Disgree Self-assessment is a waste of my time Pre-module Post-module MANG2049, 2017-18, semester 1, survey data
- 16. WHAT THE LEARNERS THINK… 33% 45% 22% 66% 5% 29% Strongly / Partially Agree Neutral / No opinion Strongly / Partially Disgree Self-assessment can help me to know how to pass the course with the minimum amount of effort possiblePre-module Post-module MANG2049, 2017-18, semester 1, survey data
- 17. DISCUSSION POINTS Self-assessment, as applied in this context, was a bit of a mixed bag: The students report positive impacts on helping them have more control and understanding of their grades, their learning & progression, and their feedback. BUT they can also find it confusing or inaccurate and want training on how to use it properly, so that it is not seen as either a waste of time or a way to do the bare minimum amount of work. Continue the discussion: @nic_fair Slides available: https://nicfair.co.uk
Editor's Notes
- NOTE: theoretical framework graphic is UNDER the blog picture on this slide Framed against a background of the theories and pedagogies here, theories and pedagogies which have attempted to develop teaching & learning in light of our continuous interactions with networks of people, technologies and information, this Innovation module – ‘Living & Working on the Web’ – was born. For this research study, the cohort chosen for the intervention consisted of 60 students based at our Singapore campus. The module is optional and available to any student from any faculty and runs over 3 weeks. It features an number of highly innovative aspects: ALL ONLINE / ASSESSMENT DESIGN / FEEDBACK METHODS / INTEGRATION OF A MOOC
- NOTE: inform audience that the video is old and was prepared for the Southampton based modules, but it essentially the same design for Singapore. Key features – CONTINUOUS ASSESSMENT VIA A BLOG-COMMENT-REFLECT-FEEDBACK CYCLE NO LECTURES ESSAYS OR EXAMS FEEDBACK VIA GOOGLE DOCS ONLINE WITHIN 48 HRS OF SUBMISSION
- Into this existing learning design, we added a new innovation: SELF-ASSESSMENT AND TARGETTED FEEDBACK. Still using GoogleDocs… The old assessment form was replaced with a much more complete marking rubric…. Students highlighted in yellow...Tutors, where they disagreed with the student’ choice highlighted in green… And provided specific feedback comments… We then surveyed the cohort (n=61) pre and post module to discover the impact of this intervention. 45 students completed the pre module survey and 21 the post (74% and 34% response rates respectively). What did they think…..?
- There was a shift after the module away from those who thought it made no difference towards those who found it extremely positive to their learning.
- Again, there was a shift from a neutral position towards a positive view that self-assessment does help students get the grades they want (bar one ‘hater’…!)
- Another, but smaller, shift from a neutral position towards a positive view that self-assessment does enable students to have more control over their learning progression (bar one ‘hater’…!)
- A big shift here from a neutral or negative position towards a positive view that self-assessment does assist students to self-regulate and prioritise their learning (bar one ‘hater’…!)
- Again, a significant shift here from a neutral or negative position towards a positive view that self-assessment helps with understanding feedback better (bar one ‘hater’…!)
- However, it is not a universally positive picture…..
- The picture is more mixed when it comes to the effectiveness of self-assessment for improving peer interactions, with shifts from the neutral position to both positive and negative positions post module.
- The picture remains more mixed when it comes to how easy the students find self-assessment to use, with rises in both those who found it confusing or inaccurate and those who did not.
- Again, although there was a large shift towards those who did not find the marking rubrics difficult to use without training, there was still almost half the learners who would have preferred training. Indeed, no training was given to this cohort on how to use the marking criteria – something which was a weakness and may explain some of these more mixed findings. This has been addressed in subsequent runs of this module.
- Indeed, it may also go some to explaining why - somewhat disappointingly, even after completing the intervention - less than two thirds of the cohort were certain that self-assessment was NOT a waste of their time….
- Finally, and perhaps most intriguingly, there was a significant increase in the opinion that self-assessment allows students to regulate and manage their efforts. This could be seen positively as helping students be strategic, self-regulating learners capable of targeting their efforts to match their goals…. Or it could be seen as enabling students to be lazy and go no further than the bare minimum of effort needed to pass.
- Other research not covered in this presentation suggests that the speed and very focussed nature of the feedback which is possible using this innovative learning, assessment and feedback design is greatly valued by the students…. We’ll leave you with some of their comments….[PLAY VIDEO]
- https://www.youtube.com/watch?v=iOoHqdPMbkI&feature=youtu.be