Using patchwork texts to enhance feedback and assessment in the U/G curriculum<br />Anthony Sinclair – School of Archaeolo...
Origins of the Idea<br />A three-year multi-disciplinary research project 2000-2003<br />e.g. Greek Tragedy, Social Work, ...
How it worked…<br />Curriculum<br />Based on collaborative group work<br />Weekly, short (c. 500 word) writing tasks (the ...
Issues (positive / negative)<br />Encourages<br />Increased student engagement<br />Development of writing skills through ...
The Patchwork Text Today<br />‘Patchwork media’: beyond writing tasks, patches may be a wide range of digital artefacts<br...
Example<br />“Palaeolithic Cave Art in Europe”<br />Level 3 module<br />Develops on knowledge gained from level 2 “The Arc...
The ‘Patches’<br />Concept map – “What is the the nature of Palaeolithic art?”<br />Timeline – the key ‘events’ in the stu...
Why these ‘patches’<br />General Learning Skills as well as module learning<br />Concept Maps – familiarity, encourages br...
My synoptic commentary<br />An opportunity to ‘discuss’ not lecture<br />Facilitated a richer contact time<br />Encouraged...
Student Comments<br />“Patchworks are a lot more work than a single assessment, but also force me to study at home regular...
Feedback on Module<br />
Other ‘Comments’<br />Patchwork Text – praised by the external examiner <br />Each of the students gained a first class ma...
Example<br />“Communicating Science”<br />Level 2 module<br />Develops oral and written communication skills<br />Assessme...
Improvement?<br />Previously students submitted 3 reflective pieces:<br />At first they weren’t entirely clear but ‘had a ...
Example<br />“Further Communicating Science”<br />Level 3 module<br />Develops on knowledge and skills gained from level 2...
The ‘Patches’<br />Students also taking Undergraduate Ambassador Scheme module<br />Expected to find & read a relevant jou...
Student Comments<br />‘Overall the patches have been an invaluable tool this semester in helping me to keep track of my le...
My Comments<br />‘Blackboard’ blog & wiki ideal for the patches & the patchwork text<br />In future comments on others’ pa...
Further Information<br />Original project published in a Special Issue of Innovations in Education and Teaching (SEDA Jour...
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A sinclair & j strivens the patchwork text - liverpool l&t 2011

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A sinclair & j strivens the patchwork text - liverpool l&t 2011

  1. 1. Using patchwork texts to enhance feedback and assessment in the U/G curriculum<br />Anthony Sinclair – School of Archaeology, Classics and Egyptology,<br />Janet Strivens – Educational Development Division, <br />Lynn Moran – Department of Physics<br />
  2. 2. Origins of the Idea<br />A three-year multi-disciplinary research project 2000-2003<br />e.g. Greek Tragedy, Social Work, Biology<br />3 higher education institutions<br />Anglia Polytechnic (Anglia Ruskin) – lead, Nottingham Trent, Cambridge<br />Incorporated:<br />Reflective learning, self- and peer-assessment, collaborative learning, metacognition<br />Increased student engagement through weekly, short tasks and immediate feedback<br />
  3. 3. How it worked…<br />Curriculum<br />Based on collaborative group work<br />Weekly, short (c. 500 word) writing tasks (the ‘patches’), different genres<br />Shared with peer group for immediate discussion / feedback<br />Tutor samples tasks for feedback, assesses final synoptic text<br />Assessment<br />A reflective synthesis which uses (a selection of) the weekly writing tasks as evidence of ‘stitching together’ the patches<br />
  4. 4. Issues (positive / negative)<br />Encourages<br />Increased student engagement<br />Development of writing skills through frequent practice / feedback / authentic audience<br />Awareness of alternative perspectives / responses to tasks<br />Ability and willingness to assess own and peer performance<br />But<br />
  5. 5. The Patchwork Text Today<br />‘Patchwork media’: beyond writing tasks, patches may be a wide range of digital artefacts<br />Frequently associated with the use of e-portfolio technology (which lends itself to synoptic commentary linked to different artefacts as evidence<br />Many different disciplinary contexts and levels of adaptation of original model to different circumstances, no ‘canonical’ model<br />
  6. 6. Example<br />“Palaeolithic Cave Art in Europe”<br />Level 3 module<br />Develops on knowledge gained from level 2 “The Archaeology of the Upper Palaeolithic in Europe”<br />Assessment<br />Coursework essay – 25%<br />Presentation – 15%<br />Exam – 60% (two essays in 2 hours)<br />
  7. 7. The ‘Patches’<br />Concept map – “What is the the nature of Palaeolithic art?”<br />Timeline – the key ‘events’ in the study of Pal. Art<br />Critical Review of an article – ‘dating’<br />Critical synopsis of 4 articles – naturalism in art; figurines<br />Concept Map – “The technology of Palaeolithic Art”<br />Critical Review of an article – ‘interpretive paper’<br />A Research proposal<br />Synoptic reflection on learning outcomes of module<br />
  8. 8. Why these ‘patches’<br />General Learning Skills as well as module learning<br />Concept Maps – familiarity, encourages broader picture<br />Critical review of an article – critical reading skills for dissertation<br />Critical Synopsis – background chapter in dissertation<br />Timeline – how disciplines develop – ideas & data<br />Research Proposal – research led teaching<br />
  9. 9. My synoptic commentary<br />An opportunity to ‘discuss’ not lecture<br />Facilitated a richer contact time<br />Encouraged me to think in greater depth about their learning skills<br />Provided me with better feedback on individual strengths /weaknesses in learning skills<br />Critical reading, synopsis, understanding causality, research pragmatics<br />‘Blackboard’ does not lend itself to a patchwork text<br />
  10. 10. Student Comments<br />“Patchworks are a lot more work than a single assessment, but also force me to study at home regularly. All in all a good thing…”<br />“Ptexts work very well, welcome change to single question essay assessment”<br />“The patchwork texts are very useful and I’ve found that the feedback has been prompt and helped me gain knowledge & understanding on Palaeolithic Art”<br />“The patchwork texts enabled me to continue working and re-read each section of work rather than put it to one side until revision time!”<br />
  11. 11. Feedback on Module<br />
  12. 12. Other ‘Comments’<br />Patchwork Text – praised by the external examiner <br />Each of the students gained a first class mark in their dissertations.<br />2nd year group – turned down a patchwork text for an essay.<br />
  13. 13. Example<br />“Communicating Science”<br />Level 2 module<br />Develops oral and written communication skills<br />Assessment – 3 blocks each containing<br />Oral Presentation ~40%<br />Written piece ~30%<br />Reflective writing ~30%<br />
  14. 14. Improvement?<br />Previously students submitted 3 reflective pieces:<br />At first they weren’t entirely clear but ‘had a go’<br />By the second attempt they’d ‘figured it out’<br />The third one mostly reverted to a descriptive piece<br />The patchwork text in place of the final reflective piece<br /> Their own design for a ‘block’ for this module<br /> Use of wiki in Blackboard<br />
  15. 15. Example<br />“Further Communicating Science”<br />Level 3 module<br />Develops on knowledge and skills gained from level 2 ‘Communicating Science’<br />Assessment<br />Oral Presentations – 25%<br />Written reports – 25%<br />Group Work – 15%<br />Patches & Patchwork Text – 35%<br />
  16. 16. The ‘Patches’<br />Students also taking Undergraduate Ambassador Scheme module<br />Expected to find & read a relevant journal article each week<br />These were discussed in the weekly seminar<br />Patch to be written weekly on learning in this module<br />If relevant they were allowed to consider their learning in other modules<br />Asked, not required, to comment on other patches<br />
  17. 17. Student Comments<br />‘Overall the patches have been an invaluable tool this semester in helping me to keep track of my learning and to improve on the areas I needed to. They have also helped me to realise what I already know which may sound unproductive but in fact was just the opposite.’<br />‘I was summarising what I was learning, and dictating the concepts that I was struggling with. There was no real value to any of this, as when I read them back I was only able to identify what was happening rather than why it was happening.’<br />
  18. 18. My Comments<br />‘Blackboard’ blog & wiki ideal for the patches & the patchwork text<br />In future comments on others’ patches would be required<br />Only 3 students, with a bigger group it would be necessary<br />
  19. 19. Further Information<br />Original project published in a Special Issue of Innovations in Education and Teaching (SEDA Journal) 2003 Vol. 40. No. 2<br />Current Project<br />Digitally Enhanced Patchwork Text Assessment<br />Funded as a JISC Innovations project<br />www.jisc.ac.uk/whatwedo/programmes/elearning/ltig/depta.aspx<br />www.wlv.ac.ukdefault.aspx?page=24876<br />

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