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Dr Sharon Flynn: Teaching with technology - assessment for learning



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Keynote address on Teaching with Technology - Digital Week IT Carlow 25/02/16
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Dr Sharon Flynn: Teaching with technology - assessment for learning

  1. 1. Teaching with Technology - Assessment for Learning Institute of Technology Carlow, TEL week 2016 #irishdigitalchampions Sharon Flynn Assistant Director, Centre for Excellence in Learning and Teaching National University of Ireland, Galway Email: Twitter: @sharonlflynn
  2. 2. Why assess learners? cc licensed ( BY ) flickr photo by Eleaf:
  3. 3. Assessment for learning Assessment for learning is formative and diagnostic. It provides information about student achievement which allows teaching and learning activities to be changed in response to the needs of the learner and recognises the huge benefit that feedback can have on learning. Assessment as learning sees student involvement in assessment, using feedback, participating in peer assessment, and self- monitoring of progress as moments of learning in themselves. (Bloxham & Boyd, 2012)
  4. 4. Principles of Assessment • Validity • Reliability • Effectiveness • Comparability/consistency • Transparency • Practicability • Equity • Attribution (Bloxham & Boyd 2007)
  5. 5. Guide no 2 - Balancing assessment of and assessment for learning (2007)
  6. 6. Types of assessment
  7. 7. Written work VLE offers support to give feedback to students
  8. 8. Using Rubrics
  9. 9. Using Rubrics
  10. 10. Using Rubrics (GradeMark)
  11. 11. #irishdigitalchampions Andrew Flaus - Biochemistry Opportunities for • feedback • transparency • consistency Phase 1: Using tagged comments to give feedback Phase 2: Using rubrics for final grading
  12. 12. #irishdigitalchampions Irina Ruppo Malone - AWC Reading, writing, editing, rating
  13. 13. #irishdigitalchampions Dympna Casey – Nursing & Midwifery
  14. 14. Benefits of peer assessment (Sue Bloxham) Evidence shows students find their peers a useful and more approachable source of help with assignments but we need to stress the main value in peer assessment is standing in the shoes of the assessor – not being assessed – because:  learning about standards – absolutely crucial to making progress and understanding feedback  Seeing other ways of going about the task – develops strategies for taking action  Key employability skill – being able to judge own performance and assessing and giving feedback to others  More opportunity for dialogue  Chance for more, rich, formative feedback
  15. 15. #irishdigitalchampions John Morrissey – Geography “One of the great practical roles podcasting can play is in efficiently providing effective ‘student feedback’, particularly covering generic assignment shortcomings of content, style and presentation”
  16. 16. Teacher friendly formative feedback on written work (Sue Bloxham) • Teacher posts good examples of completed tasks on VLE • Students peer assess tasks using assessment criteria • Teachers give feedback on work in class • Teachers put main effort into marking drafts (agreed with examiner), just checking for change and putting mark on final piece • Tasks are done on-line (MCQs), auto marked giving immediate feedback
  17. 17. MCQs • Can be used for self-testing or continuous assessment. • Automated marking and feedback • Effort is in devising good questions!
  18. 18. #irishdigitalchampions Su-Ming Khoo – Political Sci & Sociology Development & Change – 250 students 10 question sets, 10+ questions Highly randomized Eugene Hickland – School of Business Organisational Behaviour – 360 students 2 x 40 minute mid-semester exam, 24 hour window Outcome – increased atttendance!
  19. 19. PRS/Clickers
  20. 20. #irishdigitalchampions Mark Lang & Gary Gillanders – Physics In September 2010, 762 clicker devices were distributed to incoming first year undergraduate Science students and Foundation Medicine students at NUIG.
  21. 21. Social Media – blogs and wikis
  22. 22. #irishdigitalchampions Doris Devilly – German
  23. 23. #irishdigitalchampions Louise Alcock – Zoology
  24. 24. Wikipedia “Lecturers should be encouraging their classes to edit and improve Wikipedia pages. At the very least, more academics should become Wikipedia editors – writing on their areas of expertise.” – Neil Selwyn, professor in the Faculty of Education at Monash University
  25. 25. Students as producers
  26. 26. #irishdigitalchampions Vincent O’Connell – German “As regards the learning experience of podcasting, one mature student remarked that it was essential in terms of hearing the correct pronunciation and in trying to work on it oneself. Another student remarked that it made him more aware of the importance of speaking a language correctly.” Podcasting in second language learning
  27. 27. #irishdigitalchampions Anne Wiseman – GMIT
  28. 28. #irishdigitalchampions John Murray – Earth & Ocean Science History of Life – channel on YouTube
  29. 29. Conclusions • Focus on the pedagogy, let the technology support • We need to celebrate our digital champions • We need to document, share and learn from their experiences Thank you for listening. Questions?
  30. 30. References Bloxham, S & Boyd, P (2007) Developing assessment in Higher Education: a practical guide, Maidenhead, Open University Press Hounsell, D., Xu, R., & Tai, C. (2007) Guide no 2 - Balancing assessment of and assessment for learning, Integrative Assessment Enhancement Theme, assessment-of-and-assessment-for-learning Morrissey, J. (2012) Podcast Steering of Independent Learning in Higher Education. AISHE-J, 4 (1):1-12. The Quality Assurance Agency for Higher Education (2012)Understanding assessment: its role in safeguarding academic standards and quality in higher education Thomas, L. (2012) What Works? Building student engagement and belonging in higher education at a time of change. engagement-and-belonging-higher-education-time-change-summary-findings-and
  31. 31. On The clicker experience at NUIG: student feedback The clicker experience at NUIG: Issues and concerns for staff Flipping great! (On flipped classroom) A lecturer perspective on peer assessment Academic writing and wikipedia