- The document discusses the Making Assessment Count Consortium, an informal group working to improve the use of feedback through technology. - They developed an SOS model and e-Reflect software to encourage students to strategically reflect on feedback and share those reflections with tutors. - Several universities piloted the approach, finding students engaged more with feedback and tutors had more information on student performance. However, training and support were needed for full implementation.

1. Making Assessment Count Consortium (e-Reflect) Presenting today: Sian Lindsay and Kate Reader (City University London) and Gunter Saunders (University of Westminster) The Team: Mark Clements (University of Westminster), Mark Gamble (University of Bedfordshire),Rae Karimjee (City University London), Mark Kerrigan and Simon Walker (University of Greenwich), Loretta Newman-Ford (University of Wales Institute, Cardiff), Maria Papaefthimiou (University of Reading)

4. SUMMARY OVERVIEW DIAGRAM OF MAKING ASSESSMENT COUNT

11. Kate Reader Dr Sian Lindsay Senior Educational Technologist Schools of Arts and Social Sciences City University London Lecturer in Learning Development Learning Development Centre City University London

14. Strenghts Weaknesses Opportunities Threats Easy interface- user friendly New system – training needs? Open Source – possible future integration Reliant on Westminster IT infrastructure for support 3 years of experience and results at Westminster Doesn ’ t utilise single sign on No IT central support at City – not scalable for future? No integration = tutors don ’ t get holistic view of students work Difficulties engaging staff and student in new tech so soon after moodle launch? Inflexible = staff can not amend to fit with current feedback/tutorial processes Plain text editor only, not suitable for math/formula based feedback No clear linkage of diagnostic questionnaires to broader module content – student error easy

15. Strengths Weaknesses Opportunities Threats Successfully piloted for 3 years at Westminster Dependent on staff and students being comfortable with an electronic interface No resistance to moodle: Staff are highly engaged with the moodle project, are actively using it to embed T&L activities, all staff had recent training. Staff and students would need to realise the benefits in order to actively engage in the model. The Model could integrate well with our current tutorial and feedback processes. 100% online electronic submission already in place, already implemented models for online feedback via moodle. The model has not been piloted with different disciplines, no evidence this will work with Social Sciences. Staff are currently engaged with a blended learning model, due to the moodle roll out. If we use moodle, all students automatically receive an induction and support/help for students is already in place. Students are already familiar with the Quiz and assignment submission features of moodle. The model could improve student retention, and enhance our current feedback and tutorial models.

19. Acknowledgements and Thanks To all the staff and students who participated across all institutions To JISC for supporting the work To you all for listening. Making Assessment Count