2.3 Lecture capture: Summative and formative assessment with business and social work students

•Download as PPT, PDF•

1 like•110 views

The document discusses the use of lecture capture in assessing social work students. It provides an overview of assessments in a communication skills unit which includes role play testing of skills followed by an essay. Historically, assessments involved DVDs which had limited time and confidentiality issues when viewed publicly. Formative assessments incorporate practice role plays with peer and tutor feedback, while summative assessments include student participation in feedback. The advantages of lecture capture are highlighted as being flexible, making efficient use of time and resources, providing high quality recordings, aligning with the university strategic plan, eliciting positive student feedback, and maintaining confidentiality with clear boundaries.

Education

BA (Hons) Social Work
Marietjie Joubert – Senior Lecturer
Gavin Tucker – Senior Lecturer
24 June 2016

• Overview of the Assessment
• Historical Context
• Formative and Summative
Assessment
Lecture Capture in Social Work
Assessment

Overview of the Assessment in
Communication Skills Unit
• Role Play Testing
Communication Skills
• Followed by essay
Lecture Capture in Social Work
Assessment

Historical Context:
• Use of dvd discs – limited time &
resources
• Viewing on campus
• Confidentiality – member of
public
Lecture Capture in Social Work
Assessment

Formative and Summative
Assessment:
• Formative – Practice role play with
peers plus peer and tutor feedback
• Summative – Volunteer participation
in feedback
• Feeds into essay task
Lecture Capture in Social Work
Assessment

The advantages of lecture capture:
• Flexible and accessible
• Efficient use of time and resources
• High quality recordings
• In line with university’s strategic plan
• Positive student feedback
• Confidentiality – need for clear
boundaries
Lecture Capture in Social Work
Assessment

This document discusses a study on how part-time faculty in higher education transfer knowledge learned from online faculty development programs to their on-ground classrooms. The study found that adult learning characteristics, the classroom environment, and changes in faculty behavior all contributed to the transfer of new knowledge from training to instruction. Key findings were that the adult learning process, environmental influences, and behavioral changes drive how new information from training gets applied. Recommendations include institutions providing more support for faculty development as intrinsic motivation for instructors to implement what they learn.

Linq 2013 session_red_3_grammatikopoulos_gregoriadis_zachopoulou

LINQ_Conference

The study evaluated training provided to early childhood educators in six European countries on using the Early Childhood Environment Rating Scale-Revised (ECERS-R) through a mixed methods approach. 108 educators participated in the training along with lecturers and external observers. Quantitative results showed educators found the training effective for learning and to use in schools. Qualitatively, strengths included knowledge gained and organization, while weaknesses included language skills and preparation. The mixed methods triangulated sources to understand the training's effectiveness in achieving its goals of enhancing educators' self-evaluation and research skills.

PDAS

Faiza Maham

The document provides an overview of the Professional Development and Appraisal System (PDAS) used by a school district to develop and evaluate teachers. It notes that PDAS is designed to be learner-centered, aligned to high standards of proficiency, and promote teacher growth and improvement through collaboration. The appraisal process involves teacher orientation, self-reports, formal observations, walkthroughs, and reviews of student performance and annual reports. Evaluations are conducted using critical attributes across eight domains related to instruction, assessment, classroom management, communication, professional development, compliance, and student performance improvement.

Scaling the mountain of faculty governance in building institutional online c...

Dr. Kristin Palmer

Professional learning models presentation

Maina WaGĩokõ

This document reviews professional learning models for teachers. It discusses the various opportunities for in-service training, including school-based, evening, weekend, and online sessions. Effective professional development is described as innovative, personalized, transformational, and research-driven. It should be collaborative, inquiry-based, and provide continuous support. The document also outlines principles for effective professional learning sessions, including support over time, using varied approaches and active learning methods, being discipline-specific, and including modeling. It concludes that models can be adjusted to be more transformative when they expose teachers to content in small chunks and provide opportunities for implementation and long-term engagement through mentorship and coaching.

Course (re)design seminar

BCcampus

This document outlines a 4-day seminar for faculty on course (re)design. The seminar is designed to provide support and professional development for specialists in course redesign. Over the 4 days, participants will map out their course, define learning outcomes, select instructional strategies, and develop assessment plans with feedback from peers and facilitators. The goal is for faculty to learn principles of effective course design that make classes more engaging for students and teachers. Ongoing support will be provided after the seminar through a community of practice for continuous feedback and improvement of redeveloped courses.

Exhibition parent evening 2015

uasdubai

Over the last 50 years, research in student engagement has examined relationships between engagement and student outcomes such as attrition, retention, learning, and satisfaction. Most recently, social and academic integration have been the central focus, especially in contexts where students and faculty are distanced by time and space, such as in online and blended courses. In this presentation, Tanya Joosten will discuss how to design such courses and gather evidence of their effectiveness.

ENHANCING CAPACITY THROUGH CONTINOUS MEDICAL EDUCATION (CMEs)

National Organization of Peer Educators (NOPE Kenya)

CMEs aim to establish a quality improvement initiative that promotes continuous capacity enhancement of staff. CMEs are held quarterly after feedback meetings, lasting approximately 45 minutes, where staff can showcase innovations and share best practices. This contributes to sharing new ideas, promoting a culture of learning and innovation, boosting staff confidence, and enhancing teamwork and support networks. NOPE has seen improvements in project reporting, understanding of indicators, and prompt data management through CMEs. Next steps include strengthening advocacy for continuous learning and encouraging stakeholders to equip staff on issues beyond just projects.

Updated Resume of Michael Kurilla

Michael P. Kurilla, M.Ed.

Michael P. Kurilla is an experienced program management and student services specialist seeking a new opportunity. He has over 10 years of experience developing educational programming, advising students, and ensuring high retention and completion rates. Some of his key accomplishments include leading a successful transition to online continuing education management, achieving over 90% retention rates across multiple partnerships, and overseeing programming that resulted in 99.4% learner completion. He is skilled in areas such as program development, advising, partnership building, and using data to improve outcomes.

Michael Kwasny Resume 2016

Michael Kwasny

Michael Kwasny has over 10 years of experience as a science teacher and laboratory technician. He has taught high school chemistry and biology at several schools in Wisconsin since 2005. Prior to that, he worked as a quality assurance laboratory technician from 2002-2003. Kwasny has a proven track record of developing and implementing lesson plans to engage diverse students. He also has experience assessing student needs, modifying lessons, and evaluating student progress. Kwasny holds a Master's degree in Curriculum and Instruction and teaching certifications in science.

Avril honan, hea workshop 19th april

campone

This document outlines a guide for students on assessment and feedback that was developed by students at the University of Ulster Students' Union. The guide was distributed to students in several ways, including through student representatives, training sessions, and the student union website. Feedback was gathered from students during focus groups and workshops. Students who were involved in developing the guide reported having a better understanding of assessment and feedback, and more confidence speaking with course instructors. Students who received the guide felt they had increased knowledge of feedback forms and expectations, as well as more confidence discussing feedback with tutors. The document discusses further disseminating the guide and measuring its impact on students and educators.

Collaborative Retention Project:

SEDA

This document discusses efforts to improve student retention and success at Kent University. It provides results from staff and student surveys that identify strengths like academic advising and areas for improvement such as support for mental health. Key themes from interviews highlight effective practices like personal support for students and transparency. Challenges include supporting commuter students and assessing workloads. The document proposes a whole-institution approach centered on academic tutoring, peer networks, and well-being support. It details enhancing the academic adviser system through standard meetings, skill-building sessions, and integrating advising into course credits.

Student transitions in higher education

JamesDunphy

T2Maintaining and Improving the Quality of Chinese Language Teaching (Lin)

Center for Global Education at Asia Society

A curriculum for opening minds to Global Perspectives: from ad hoc ‘dealing w...

Jo Kelder

Pathways Evaluation

KMBurtnyk

The document discusses using formative and summative evaluations to improve a field trip program called Think Science! Pathways. Formative evaluations in 2002 found that few teachers used the Pathways materials due to access issues, length, and complexity. It did increase time spent and engagement at exhibits. In response, materials were shortened and simplified. A 2003 summative evaluation found low Pathways use and no clear cognitive impact yet, but suggested in-class visits before field trips improved learning. Evaluations highlighted the need to better understand teacher and chaperone needs to improve program use and effectiveness.

Bonner Fall Directors 2016 - Bonner Business

Bonner Foundation

The document outlines updates from various Bonner Foundation meetings, programs, and initiatives. Key points include: 1) Upcoming meetings include the IMPACT Conference in February and the Summer Leadership Institute in May. 2) The Bonner Congress theme is "Ideas to Action" with an emphasis on communication between campuses and annual reporting. 3) Foundation support includes staff campus visits, wiki improvements, and potential fundraising resources. National partner opportunities are highlighted weekly. 4) Areas of focus include capstone projects, community-based research, faculty development, student engagement, food security, and college access. Assessment studies include impact data and financial aid surveys.

Neighbors Helping Neighbors

tktrask

This document summarizes the results of a five-phase research study conducted on employee donations to the Brookings Area United Way. Phase 1 involved reviewing prior literature and identifying research questions. Phase 2 covered planning the research design and methodology. Phase 3 addressed the specific research methods used. Phase 4 analyzed and reported the findings from interviews and questionnaires, which identified key themes like busy schedules and length of employment affecting donations. Phase 5 involved reconceptualizing the themes and findings. The document concludes with recommendations to increase donations by focusing on younger age groups and improving public relations and communication efforts.

Updated Resume of Michael Kurilla

Michael P. Kurilla, M.Ed.

Michael P. Kurilla has extensive experience developing educational programs and providing student support services. He currently works as a Program Specialist at West Virginia University, where he develops continuing education programs, advises over 220 pharmacists annually, and helped transition management to an online system. Previously, he was a Graduate Assistant where he launched multiple leadership programs, achieved high graduation and satisfaction rates, and established strategic partnerships. He is skilled in program management, advising, partnership development, and using technology to improve processes and learner outcomes.

Apt 502 module 7

AlyssaSingleterry

The document discusses key aspects of distance education including student-centered learning through coaching, collaboration, and active learning. It outlines distance learning as studying over the internet without attending school in person. Instruction is organized by the instructor and involves collaboration, feedback, and high expectations. Course management systems provide benefits like calendars, announcements, assignments, and discussions to aid communication. Student support, instructor enthusiasm, organization, and technological familiarity are critical elements for successful distance teaching.

Updated Resume of Michael Kurilla

Michael P. Kurilla, M.Ed.

Michael P. Kurilla is an experienced program management and student services specialist seeking a new opportunity. He has over 10 years of experience developing educational programming, advising students, and managing multiple tasks under deadlines. Currently he is responsible for developing continuing education programs at West Virginia University, where he achieved a 72% increase in office efficiency by transitioning to an online learning system. He is eager to contribute his experience and focus on student engagement and success.

Unizin summit 2021: How usable is Canvas

Jason Buzzell

This document summarizes usability testing that several universities have conducted on the Canvas learning management system. It discusses how the University of Minnesota, University of Nebraska, and Penn State University have collaborated through the Unizin consortium to investigate the usability of Canvas tools and provide feedback to the vendor, Instructure. The universities have examined areas like the new gradebook, group work, mobile apps, and more. They have adapted their usability testing to be fully remote during the COVID-19 pandemic. The goal is to improve the Canvas experience for students and faculty through sharing results with Instructure and other institutions.

8 Critical Indicators of a Multi-tiered System of Student Support

Mary Miller

052908student Obsev Site Visit

STARTALK1

The document summarizes site visit observations of a STARTALK student program from 2008. It covers observations of program implementation including content and instruction, materials and technology, and assessment. It also discusses the learning environment, course management, and program administration. Key points observed were content alignment with STARTALK standards, use of the target language, engaged classroom interaction, varied activities, appropriate materials, formative and summative assessment, and efficient administration.

Ways to Get Maximum Exposure Before Final Semester

REVA University

2.7 The Student Hub, a new model for providing support and guidance to Solent...

2.3 Lecture capture: Summative and formative assessment with business and social work students

Recommended

Recommended

More Related Content

What's hot

What's hot (19)

Viewers also liked

Viewers also liked (14)

Similar to 2.3 Lecture capture: Summative and formative assessment with business and social work students

Similar to 2.3 Lecture capture: Summative and formative assessment with business and social work students (20)

More from Solent Learning and Teaching Institute

More from Solent Learning and Teaching Institute (20)

Recently uploaded

Recently uploaded (20)

2.3 Lecture capture: Summative and formative assessment with business and social work students