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