interACT:InteractiveAssessment andCollaboration viaTechnology
Dr Sean McAleer – Programme Director   Grant Murray – Learning                                             Technologist CME
Embarked on a literature review…And synthesised some principles:1. Supports personalised learning2. Ensures feedback leads...
Baseline activities• Document analysis: external examiner reports  (2006-2011); end of course evaluations (2006-  2011); a...
Baseline activities revealed1. Inconsistency in the quality and quantity of     feedback provided2. Assessment design (e.g...
Reason for Feedback
Focus of Feedback
Re-engineered our assessment          • Modular approach to            sequencing of assessment          • Explicating fee...
PG Certificate in Medical Education   Equivalent 2   Equivalent 2       Equivalent 2       Equivalent 2   Equivalent 2   E...
Faculty development     • Workshops about feedback       and importantly agreement       on how to give feedback       (pr...
Include self-review   • Self-review is a scenario where     students make evaluative     judgements about the own work    ...
Content (understanding of theory / principles and          Self-evaluation:application to own context)- Understanding of l...
Engaging students in processing of   feedback through the wiki         When you receive your assignment         with feedb...
Aspects I would like feedback on:• Ideas of not preparing too rigidly in order to be flexible  within sessions – practical...
How did previous feedback inform this            assignment• It made me realise that instead of focusing on a  single or a...
I really like the cover sheet and request forself assessment and what you would likefeedback about ... consistent with pri...
Added challenges of:                       For sharing feedback              •   Relationship and trust              •   A...
Future developments• Develop a toolkit of e-activities designed to  improve self, peer and tutor dialogic feedback  throug...
Project websitehttp://blog.dundee.ac.uk/interact
InterACT JISC Case Study
InterACT JISC Case Study
InterACT JISC Case Study
InterACT JISC Case Study
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InterACT JISC Case Study

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This presentation demonstrates the first year of the work for the JISC interACT project

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InterACT JISC Case Study

  1. 1. interACT:InteractiveAssessment andCollaboration viaTechnology
  2. 2. Dr Sean McAleer – Programme Director Grant Murray – Learning Technologist CME
  3. 3. Embarked on a literature review…And synthesised some principles:1. Supports personalised learning2. Ensures feedback leads to learning3. Focuses on student self-development4. Stimulates dialogue5. Inducts students in the educational cultureand assessment and feedback practices6. Is acceptable to all stakeholders
  4. 4. Baseline activities• Document analysis: external examiner reports (2006-2011); end of course evaluations (2006- 2011); additional evaluation surveys conducted in 2010 and 2011 as part of our curriculum review; and the HEA postgraduate student experience survey• Focus groups with staff including part-time tutors• Feedback audit
  5. 5. Baseline activities revealed1. Inconsistency in the quality and quantity of feedback provided2. Assessment design (e.g. over-assessment, over-reliance on essays, lack of formative assessment)3. Timeliness of the feedback4. Lack of assessment and feedback dialogue
  6. 6. Reason for Feedback
  7. 7. Focus of Feedback
  8. 8. Re-engineered our assessment • Modular approach to sequencing of assessment • Explicating feedback times in a student-tutor charter • Development of assessment rubrics for all summative • Increased use of formative assessments
  9. 9. PG Certificate in Medical Education Equivalent 2 Equivalent 2 Equivalent 2 Equivalent 2 Equivalent 2 Equivalent 2 Equivalent 2 Equivalent 2 Equivalent 2 Equivalent 2 chapters chapters chapters chapters chapters chapters chapters chapters chapters chapters Equivalent 2 Equivalent 2 Equivalent 2 Equivalent 2 Equivalent 2 Equivalent 2 Equivalent 2 Equivalent 2 Equivalent 2 Equivalent 2 chapters chapters chapters chapters chapters chapters chapters chapters chapters chapters Revised PG Certificate in Medical Education Formative assessmentChapters 2 4 6 8 10 Medium stakes assessment High stakes assessmentChapters 2 4 6 8 10Chapters 2 4 6 8 10 ©Mark Russell 2010Chapters 2 4 6 8 10 University of Hertfordshire ESCAPE project
  10. 10. Faculty development • Workshops about feedback and importantly agreement on how to give feedback (process)
  11. 11. Include self-review • Self-review is a scenario where students make evaluative judgements about the own work and produce a written feedback commentary Nicol, D. (2012). Assessment and feedback - in the hands of the student [Online]. JISC. Available: http://jiscdesignstudio.pbworks.com/w/page/50118521 /Assessment%20and%20feedback%20- %20in%20the%20hands%20of%20the%20student [Accessed 01/02/12].
  12. 12. Content (understanding of theory / principles and Self-evaluation:application to own context)- Understanding of learning theory- Evidence of critical reflection on learning theory andkey learning and teaching principles- Evidence of application of learning theory to ownpractice Tutor feedback:Style, format and language (e.g. structure, coherence, Self-evaluation:flow, formatting, use of language) Tutor feedback:Sources and references (e.g. range of references cited, Self-evaluation:relevance, consistency, accuracy and completeness ofreferencing) Tutor feedback:Which aspect(s) of your assignment would you Student comment:specifically like feedback on? Tutor feedback:How did previous feedback inform this assignment? Student comment:Name of Tutor: Date:
  13. 13. Engaging students in processing of feedback through the wiki When you receive your assignment with feedback please upload a copy to your wiki and include a reflection on the following four questions: 1. How well does the tutor feedback match with your self-evaluation? 2. What did you learn from the feedback process? 3. What actions, if any, will you take in response to the feedback process? 4. What if anything is unclear about the tutor feedback?
  14. 14. Aspects I would like feedback on:• Ideas of not preparing too rigidly in order to be flexible within sessions – practical advice would be welcomed!• As the first essay I have written in nearly 20 years, I would like to know whether the standard overall was acceptable• Please advise me how I can enter a specific page number in a reference when using Endnote (I wanted to add “p. 58” to the first reference used in the text since this is an exact quote, but failed to find out how I can do it, despite using the help option of the software).• Feedback on whether my peers have had similar thoughts for their own teaching, or other ideas that have been commonly developed would be beneficial in case I have not thought or considered them.• any part of it
  15. 15. How did previous feedback inform this assignment• It made me realise that instead of focusing on a single or a few key teaching principles, I focused on many of them without going into much detail. Also I had used bullet points in the text.• Feedback that my writing style was agreeable was reassuring. I appreciated knowing my use of literature was valid and supportive in the previous assignment, so have tried to continue applying the literature to my work.• I tried to be careful to define and reference jargon• It was really helpful in writing present assignment
  16. 16. I really like the cover sheet and request forself assessment and what you would likefeedback about ... consistent with principles offeedback!! (M&L end of module feedback)
  17. 17. Added challenges of: For sharing feedback • Relationship and trust • Asynchronous dialogue and shared understanding • Reliance on written feedback • Technology
  18. 18. Future developments• Develop a toolkit of e-activities designed to improve self, peer and tutor dialogic feedback through the use of available technologies such as blogs, Friendfeed, Skype/webinars, or synchronous chat• Introduce a patchwork assignment at the end of the Certificate and Diploma• Work to refine technology
  19. 19. Project websitehttp://blog.dundee.ac.uk/interact

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