Approaches to changing assessment and feedback practice

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  • Ice-breaker activity while people are joining session and testing equipment.Each participant is invited to put an anonymous blob on the graph.
  • V short intro – timescale, no of projects, more pedagogically focused than previous Jisc e-assessment work.Focus here on 3 projects with different approaches to change.
  • Bath Spa/Winchester working with a range of programme teams. Focus on finding approaches that work for particular disciplines (cross institutional perspective provides a way of validating this). Use of Student fellows is an important aspect of their work.
  • QUB working at School level so similar emphasis on disciplines. Using AI as an over-arching approach.
  • MMU has taken a very top down approach to redesigning the entire undergraduate curriculum. Has developed an Assessment Life-cycle and related a vast amount of student feedback to aspects of that lifecycle using this to drive process change.
  • A thread running through all of the projects in the programme has been the articulation of a set of pedagogic principles that define how each institution views A&F.MS to paste in links to commonly used sets of principles.The discourse around these principles has been a unifying force in diverse institutional contexts and has served as the driver for change.In this webinar we will hear how the featured projects defined and worked with their own set of principles and how they used them to effect change in l&t practice.
  • Not really going to talk to this – just there are a prompt to show that the approaches were different and to lead in to the 3 speakers
  • Assumptions from TESTA about programme-wide change; technology introduced a new dynamic – you can specify programme wide principles about A&F and decide to do more peer review as a programme, less summative assessment, more formative, and change the module structure to have capstone assessments, but piloting technologies to address assessment challenges requires smaller ‘guiding coalitions’ within the department because the technology-assessment nexus of principles is not yet firmly established. Our programmes and lecturers felt it was too high risk; and they didn’t want to homogenise student experience aside from using electronic submission and marking, for example, which is often less about pedagogy and more about streamlining processes.
  • In our original design, the programme was central, but in the first phase with the help of our critical friend Peter Bullen and prodding from Lisa Gray, we discovered the Deliverology 101 principle: Solve problems early. We also discovered we had the means to change the culture more systemically, if not directly ‘programmatically’ in the original conception. We were working with student fellows from within programmes to effect evidence-based change through enthusing and empowering groups of teachers, and bringing evidence home to them.
  • A range of different types of tools, case studies, models, learning design, lessons learned etc which support teams in designing, developing and delivering curriculum in their institutions. Topics include: Assessment and employability Assessment for learningAssessment managementAuthentic assessmentFeedback and Feed forwardLongitudinal and ipsative assessmentPeer assessment and reviewSelf-monitoring and self-evaluationWork-based learning and assessmentAssessment and curriculum design Assessment in strategy and policyBalancing effectiveness and efficiency in assessment & feedbackEngaging stakeholders in assessment and feedbackLearner perspectives on assessment and feedbackModels of change in assessment and feedbackProcesses supporting assessment and feedback Wide-scale and cross institutional implementation 
  • Go to ‘View’ menu > ‘Header and Footer…’ to edit the footers on this slide (click ‘Apply’ to change only the currently selected slide, or ‘Apply to All’ to change the footers on all slides.
  • Approaches to changing assessment and feedback practice

    1. 1. Approaches to changingassessment and feedback practice
    2. 2. Changing A&F in your institutionslide 2 Where is your institution on the graph?
    3. 3. About the programmeslide 3http://www.flickr.com/photos/khalidalbaih/5653817859
    4. 4. slide 4
    5. 5. slide 5
    6. 6. slide 6
    7. 7. slide 7A&F PrinciplesNational Union of Students: 10 Feedback Principles:• Should be for learning, not just of learning• Should be a continuous process• Should be timely• Objectives for assessment and grade criteria need to be clearlycommunicated to, and fully understood by, students• Should be constructive• Should be legible and clear• Should be provided on exams• Should include self-assessment and peer-to-peer feedback• Should be accessible to all students• Should be flexible and suited to students’ needs
    8. 8. Approaches to change Bath Spa/WinchesterConcept of how change happens has altered: approachbottom-up, participative QUBStarted with overarching model of AI: approach building onwhat already works MMUHad a philosophy of change but no formal model: approachtop down, process-led (committee structures/documentation)slide 8
    9. 9. FASTECH: Bath Spa and Winchester03/06/2013 slide 9• TESTA project• Programme focus• Evidence• A & F principles• Participatory• Change-oriented• Systemic change
    10. 10. Shifting gears on FASTECH03/06/2013 slide 10TheProgrammeA&FPrinciplesandevidenceTechnologyThe StudentLeverA&FPrinciplesandevidenceTechnologyThe original plan The shift in gear
    11. 11. Queen’s University Belfast e-AFFECT HEA Change Academy Web resources of good practice based on REAP Feedback Campaign with SUslide 11
    12. 12. QUB e-AFFECT: Approach to changeOver arching methodology –Appreciative InquiryEducational principlesA phased approach toinstitutional changeslide 12AssessmentandFeedbackDiscoverDreamDesignDeliver
    13. 13. QUB e-AFFECT: Principlesslide 13
    14. 14. QUB e-AFFECT: Appreciative Inquiryslide 14
    15. 15. MMU TRAFFIC03/06/2013 slide 15Aim To improve student experience ofassessment and feedbackObjectives To improve assessment and feedbackpractice To provide business intelligence To select and pilot appropriatetechnologies To build on previous change initiativesto enhance student success andsatisfaction To provide rich case study materialand reusable resourcesImagebyFreekz0ronFlickr,CClicensed
    16. 16. MMU TRAFFIC: Key Strategies03/06/2013 slide 16 Building on previous project - EQAL Getting baseline report to committees that matter Reviewing core principles and processes Listening & learning from academic and admin staff andstudents Carefully reviewing assessment data & appealsinformation
    17. 17.  What is the main driver for A&F change where you are?–A – Educational Principles–B – Student Feedback–C – Departmental Policy–D – Inspiration from other staff–E – Other (please type your answer in chat box)slide 17Drivers for changing A&F in your institution
    18. 18. What worked on FASTECH?Small, low risk pilot phaseThe model:discuss, support, pilot, evidence, reviseFormative evaluationSpecific techs for A&F issuesRewards: short-term winsStudent fellows‘Alchemy of relationships’(Barber, 2011)03/06/2013 slide 18
    19. 19. The Challenges First principles: focus on A&Fevidence & principles Technology distracts from firstprinciples Choosing the right technology forthe right issue Ensuring appropriate pedagogicscaffolding for technology Persuading the reluctant Diversity of technologyapproaches Collecting compelling evidence03/06/2013 slide 19
    20. 20. Lessons learned Change is about the whole learning environment Work with many stakeholders to maximise change efforts –students, lecturers, modules, programmes, committees, IT, seniormanagers Communicate and disseminate locally and externally Build communities of students and lecturers Conversations work Students powerful agents of enhancement03/06/2013 Changing the Learning Landscape slide 20Insiders Innovators Researchers Voices
    21. 21. QUB e-AFFECT: Phased approachslide 21PROJECT MANAGEMENTDISSEMINATIONPhase1Phase2Phase32011-2012 2012-2013 2013-2014Baseline Plan DevelopBaseline Plan DevelopBaseline Plan DevelopEvaluation/refinementEvaluation/refinementEvaluation/refinementIntervention 1 Intervention 2Intervention 1 Intervention 2Evaluation EvaluationEvaluation EvaluationOn going activityEVALUATIONEMBEDDING
    22. 22. QUB e-AFFECT: What we didslide 22A remembered that as a 2nd year PhDstudent being treated for the first time as anintellectual equal. Although he left thesupervision with pretty much nothing left ofthe chapter he had submitted to hissupervisor he was happy because of thelevel of interaction and discussion. He seesgiving feedback on formative assessment asa means of getting to know the student as awhole person....Being able to seefeedback provided bymarkers within amodule and also toindividual studentsacross modulesLit reviewOn-screenmarking of draftsketchOpportunity to acton feedback
    23. 23. QUB e-AFFECTslide 23Changing TogetherSeniorManagementStudentsAdminSupportTeachersSeniormanagementendorsementCompellinghooksPromotion ofvalue tostudentsEvidence-basedapproach/processEvidence-basedapproach/processInstitutionalPrinciplesDialoguePositivefocusRelationshipsEnablingSupportingSharingExpertiseDevelopingCollaboratingEvaluatingGrowingInvestingEndorsing
    24. 24. QUB e-AFFECT: What worked well Involving academics in putting bid together Working within existing governance structures The AI approach Early adopters – champions of change Show casing Financial incentives for programmes Working with students to develop activities Timelinesslide 24
    25. 25. QUB e-AFFECT: Challenges and lessons learnedChallenges: Don’t assume Engaging students An original intention was to have students help staff develop theirexperience with technology – staff wanted to do this themselves! Embedding principles into institutional processes Engaging ALL SchoolsLessons learned: Changing together Work within existing structures Need senior School staff to endorse activities Provide recognition for taking part Staff talking to their colleagues about benefits of working with project Work with recent graduates on programme to develop materialsslide 25
    26. 26. MMU TRAFFIC: What’s worked? Simple message: trying to make things work better for students and staff Always linking processes to academic practice Small, systematic changes to processes Using data Listening03/06/2013 slide 26
    27. 27. MMU TRAFFIC: Challenges03/06/2013 slide 27Technology‘To select and pilotappropriate technologies’ –still work in progress
    28. 28. MMU TRAFFIC: Lessons learned For institutional change, we needed simple top-down principles Everyone needs to be involved, and that takes time Need to relate everything back to academic practice Big tech systems don’t (yet) do what we want03/06/2013 slide 28
    29. 29.  What is the main challenge to enhancing A&F where you are?–A – Pedagogic Approach–B – Student Numbers–C – Staff Time–D – Local Policies–E – Other (please type your answer in chat box)slide 29Challenges to changing A&F in your institution
    30. 30.  What is the main idea you will take away and try to apply in yourinstitution?–Raise your hand to speak or type your answer in chat boxslide 30Ideas to take away
    31. 31. slide 31Resources
    32. 32. http://bitly/jiscdsaf
    33. 33. © HEFCE 2012The Higher Education Funding Council for England, on behalf of JISC, permits reuseof this presentation and its contents under the terms of the Creative CommonsAttribution-Non-Commercial-No Derivative Works 2.0 UK England & Wales Licence.http://creativecommons.org/licenses/by-nc-nd/2.0/uk03/06/2013 slide 33Changing the Learning Landscape

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