Viewpoints Assessment and Feedback workshop 25th March 2011

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  • Welcome and Introduction (5 minutes) Group work task 1: Consider given strand, scenario and record objective(s) (5 minutes) Group work task 2: Select principles (5 minutes) Group work task 3: Map principles to student learning timeline (5 minutes) Group work task 4: Select implementation ideas (15 minutes) Group work task 5: Tailor a solution (5 minutes) Group work task 6: Share outputs and feedback: (15 minutes) Compare and share outputs (15 minutes) Conclusion and questions (5 minutes)
  • Will draw attention to video so they can look at it in time
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  • I think should only give out 1 set of cards initially and extra sets at next task.
  • Share outputs and feedback
  • Share outputs and feedback
  • Viewpoints Assessment and Feedback workshop 25th March 2011

    1. 1. Viewpoints: Assessment and Feedback Workshop Catherine O’Donnell and Dr Vilinda Ross Viewpoints Workshop (3.00-4.30) 25 th March 2011
    2. 2. Session Outline <ul><li>An Introduction to the Viewpoints process. </li></ul><ul><li>Some examples of workshop outputs, photos, findings. </li></ul><ul><li>Group work tasks </li></ul><ul><ul><li>Module Level </li></ul></ul><ul><ul><li>Course Level </li></ul></ul><ul><li>Conclusions and questions. </li></ul>
    3. 3. Purpose (objectives) <ul><li>By the end of this session you should: </li></ul><ul><ul><li>Be aware of the Viewpoints project. </li></ul></ul><ul><ul><li>Have seen some resources and also some examples of staff using Viewpoints resources and prompts. </li></ul></ul><ul><ul><li>Have had an opportunity to use some of the resources while considering your challenge(s). </li></ul></ul>
    4. 4. Viewpoints Overview <ul><li>Remit to create a series of reflective tools to promote and enhance effective curriculum design. </li></ul><ul><li>Short video introduction - http://www.youtube.com/watch?v=rV_DE_0fPJ0 </li></ul><ul><li>The tools help staff consider areas such as: </li></ul><ul><ul><ul><li>assessment and feedback, </li></ul></ul></ul><ul><ul><ul><li>information skills, </li></ul></ul></ul><ul><ul><ul><li>learner engagement and </li></ul></ul></ul><ul><ul><ul><li>creativity and innovation </li></ul></ul></ul><ul><ul><li>while considering the learner perspective. </li></ul></ul>
    5. 5. Workshop Overview <ul><li>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. </li></ul><ul><li>It uses large worksheets (with a student timeline) and cards. </li></ul><ul><li>You will work together to plan how to address agreed objective(s). </li></ul><ul><li>You will produce visual outputs / records of key decisions. </li></ul>
    6. 6. Some module level examples and tasks
    7. 7. Task 2 – Select principle(s) (2 minutes)
    8. 8. A&F Example Scenario: Improve dissertation standards, module level. Why: To bridge gap between module-based assignments and independent research.
    9. 9. A&F Example Scenario: Improve feedback methods, module level. Why: Students fail to engage with written assessment feedback.
    10. 10. A&F Example Scenario: ‘Reflect on Me’. Why: To allow students to develop skills and share these across modules.
    11. 11. 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).
    12. 12. A&F Example Scenario: Effective use of an ePortfolio, module level. Why: Course up for revalidation – artefacts could be useful beyond the module.
    13. 13. A&F Example Example assessment and feedback output from workshop with PhD students as part of an ‘Assessment for Learning’ session with their lecturer.
    14. 14. Task 1: Module level focus (about 5 minutes) <ul><li>Spend a few minutes discussing/brainstorming </li></ul><ul><ul><li>Why you need to redesign the Assessment and Feedback strategy for the chosen module? </li></ul></ul><ul><ul><li>How you might/ would like to redesign it ? </li></ul></ul><ul><li>R ecord brief details in the ‘objective’ space provided. </li></ul><ul><ul><li>E.g. improve student engagement, provide variety of timely assessment methods, improve feedback methods or introduce effective peer-feedback. </li></ul></ul><ul><ul><li>You might also find it useful to note key decisions on the worksheet using markers or post-its as you go along. </li></ul></ul>
    15. 15. Task 2 – Select principles (about 5 minutes) <ul><li>Firstly only look at the front of the cards. </li></ul><ul><li>Choose any cards that might help you address your objective(s). </li></ul>
    16. 16. Task 3 – Map principles to student learning timeline (about 10 minutes) <ul><li>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 . </li></ul>
    17. 17. Task 4 – Select implementation ideas and tailoring a solution (about 20 minutes) <ul><li>Turn over the most important card(s) and select any ideas that might help achieve your objectives. </li></ul><ul><li>Discuss how your ideas could be used in practice. </li></ul><ul><li>Make notes using post-its or markers on worksheet. </li></ul><ul><li>Note any overall action points and reflections . </li></ul>
    18. 18. Some course level examples and tasks
    19. 19. Course Level Course View workshop Images
    20. 20. Course Level Example 1
    21. 21. Course Level Example 2
    22. 22. Task 5 – Consider your challenges at course level (about 10 minutes) <ul><li>Spend about 10 minutes in groups discussing/brainstorming what are your main challenges at course level. </li></ul><ul><li>Decide how you wish to look at the course, by year and semester. </li></ul><ul><li>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.? </li></ul><ul><li>How would/could you redesign aspects ? </li></ul><ul><li>Use the course level worksheet and course level cards if you wish during your discussion/brainstorm. </li></ul><ul><li>. </li></ul><ul><li> </li></ul>
    23. 23. Task 6 – Share plans (about 10 minutes) <ul><li>Share key points with the other groups via course level sheet. </li></ul><ul><li>One or two members from each group briefly feed back your progress. </li></ul><ul><li>Share the key features of your group output. </li></ul><ul><li> </li></ul>
    24. 24. What you could do next… <ul><li>Complete a worksheet for each module. </li></ul><ul><li>Place the course and module worksheets side by side. </li></ul><ul><li>Look at your plans across the modules. </li></ul><ul><li>Decide/agree/plan anything you need to adjust especially while considering any module that requires redesign and how it links to the other modules. </li></ul><ul><li>Make some notes using post-its / markers if helpful. </li></ul><ul><li>Revisit the course level worksheet. </li></ul><ul><li>Check if anything needs adjusted or actioned course wise. </li></ul><ul><li>Make some brief notes on worksheet. </li></ul>
    25. 25. Course and module level side by side
    26. 26. Conclusions <ul><li>By now you should: </li></ul><ul><ul><li>Be aware of the Viewpoints project. </li></ul></ul><ul><ul><li>Have seen some resources and also some examples of staff using Viewpoints resources and prompts. </li></ul></ul><ul><ul><li>Have had an opportunity to use some of the resources while considering your challenge(s). </li></ul></ul>
    27. 27. Any Questions?
    28. 28. 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]

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