This presentation is geared towards providing an overview on PjBL and on giving a practical example on how this instructional approach or strategy was used to teach mobile app development to K-12 students in a blended learning environment.
Star Trek or Minority Report: Assessment and feedback demands, trends, and fu...tbirdcymru
What works for Higher Education assessment, and what do we wish we could have in Higher Education assessment Terese Bird keynote at Assessment on Tour London 2019.
Coordinated by the OER Foundation, OERu is an independent, not-for-profit organization with 35 participating Higher Education institutions worldwide, making higher education accessible to everyone by offering free online courses and “affordable ways for learners to gain academic credit towards qualifications from recognised institutions” (McGreal, Rory, et al. 2014). The 2015 OERu evaluation follows the CIPP (context, input, process, and product) evaluation framework (Stufflebeam 2003) and focuses on “input analysis” at this stage. The evaluation aims to assess different design options and identify major challenges in online curriculum developments, nominating open courses by participating institutions, open business models, open governance, and other aspects. Issues raised in the evaluation process are not unique for OERu and will have relevance to other practitioners designing open education.
This presentation is geared towards providing an overview on PjBL and on giving a practical example on how this instructional approach or strategy was used to teach mobile app development to K-12 students in a blended learning environment.
Star Trek or Minority Report: Assessment and feedback demands, trends, and fu...tbirdcymru
What works for Higher Education assessment, and what do we wish we could have in Higher Education assessment Terese Bird keynote at Assessment on Tour London 2019.
Coordinated by the OER Foundation, OERu is an independent, not-for-profit organization with 35 participating Higher Education institutions worldwide, making higher education accessible to everyone by offering free online courses and “affordable ways for learners to gain academic credit towards qualifications from recognised institutions” (McGreal, Rory, et al. 2014). The 2015 OERu evaluation follows the CIPP (context, input, process, and product) evaluation framework (Stufflebeam 2003) and focuses on “input analysis” at this stage. The evaluation aims to assess different design options and identify major challenges in online curriculum developments, nominating open courses by participating institutions, open business models, open governance, and other aspects. Issues raised in the evaluation process are not unique for OERu and will have relevance to other practitioners designing open education.
Transforming in-class and out-of-class student engagement through active lear...John Couperthwaite
Presentation at the Active Learning Conference, Anglia Ruskin University, 12th September, 2017.
Many are now questioning the relevance of the lecture in mainstream education as learners seek personalised interaction and feedback, and more flexible ways to study (Buitendijk, 2017). However, the answer is not to replace the lecture, but to reinvent it, using technology to empower both learners and teachers. Evidence is now emerging that use of engagement tools and learning analytics in lectures can have a significant impact on critical learning measures, such as early warning of student failure (Freeman et al, 2014; Samson, 2016), and boosting retention (HEC, 2016), while also increasing learning gain and exam scores (Montpetit, 2016). Students also value their ability to control the pace, place and mode of their learning (Gosper et al, 2009; Leadbeater et al, 2012; White, 2016), whilst receiving more immediate feedback on their progress (JISC, 2016). This session will reveal how video, learning analytics and communication tools are transforming the lecture, engaging both onsite and distance learners, whilst impacting on student learning outcomes.
Intro to PBL and what makes an effective problem #openeducationwkMathieu Plourde
Slides used by Mark Serva during the Open Education Week webinar called "An Open Repository for Problem-Based Learning" on March 10, 2016. Recording available on Youtube https://youtu.be/RrWdt2a1fAM
PBL@UD: http://www.udel.edu/inst
Innovating Pedagogy 2019.
This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation.
The 7 Cs of Learning Design - presented at the Fourth International Conference of E-Learning and Distance Learning - Riyadh, Saudi Arabia - February - March 2015
Engage 2015: Emerging Technology and Online Learning TrendsMike KEPPELL
What is the context?
Learning transformations
Deconstructing blended learning
Places and spaces of blended learning
Design opportunities
Distributive leadership
Changing mindsets
The personal touch personal tutoring and the impact on retention Dave Lochtie
Presented as a plenary as part of the Universities UK conference on Improving student retention in the changing higher education landscape
7 Jun 2017, 09:30 - 16:30.
Personal tutoring has long been part of the higher education landscape and makes a demonstrable difference to student outcomes. It is receiving renewed attention because of its potential impact on retention, the student experience and Teaching Excellence Framework metrics.
Drawing on experiences from the UK and US, this session explored the relationship between personal tutoring and retention, identifying different approaches to personal tutoring in a data-rich and metrics-driven environment. The key challenges are identified and recommendations given for gaining maximum benefit from personal tutoring by making it a valued and integral part of a seamless student support system.
Online tutoring towards a signature pedagogymhallissy
Presented at the Higher Education Colleges Association Conference (HECA) on April 19th in iBAT College Dublin. This presentation on based on doctoral research currently being undertaken in the Institute of Education in London. The presentation suggests that critical discussion should become the signature pedagogy of the MATL and it should be based on Brookfield and Preskill's 8 dispositions for critical discussion.
Level the Playing Field for Employability Skills in Communities Using Adventure-Based Learning
Inclusive Excellence (IE) is the recognition that a community or institution's success is dependent on how well it values, engages and includes the rich diversity of students, staff, faculty, administrators, and alumni constituents.
Junell McCall, CWDP, M.S., M.Ed.
Associate Director, Office of Career Services
Learning Experience Designer, Trans-Disciplinary Data Scholars Development Program
Bethune-Cookman University
Raphael Isokpehi, Ph.D
Director, Trans-Disciplinary Data Scholars Development Program
Bethune-Cookman University
Transforming in-class and out-of-class student engagement through active lear...John Couperthwaite
Presentation at the Active Learning Conference, Anglia Ruskin University, 12th September, 2017.
Many are now questioning the relevance of the lecture in mainstream education as learners seek personalised interaction and feedback, and more flexible ways to study (Buitendijk, 2017). However, the answer is not to replace the lecture, but to reinvent it, using technology to empower both learners and teachers. Evidence is now emerging that use of engagement tools and learning analytics in lectures can have a significant impact on critical learning measures, such as early warning of student failure (Freeman et al, 2014; Samson, 2016), and boosting retention (HEC, 2016), while also increasing learning gain and exam scores (Montpetit, 2016). Students also value their ability to control the pace, place and mode of their learning (Gosper et al, 2009; Leadbeater et al, 2012; White, 2016), whilst receiving more immediate feedback on their progress (JISC, 2016). This session will reveal how video, learning analytics and communication tools are transforming the lecture, engaging both onsite and distance learners, whilst impacting on student learning outcomes.
Intro to PBL and what makes an effective problem #openeducationwkMathieu Plourde
Slides used by Mark Serva during the Open Education Week webinar called "An Open Repository for Problem-Based Learning" on March 10, 2016. Recording available on Youtube https://youtu.be/RrWdt2a1fAM
PBL@UD: http://www.udel.edu/inst
Innovating Pedagogy 2019.
This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation.
The 7 Cs of Learning Design - presented at the Fourth International Conference of E-Learning and Distance Learning - Riyadh, Saudi Arabia - February - March 2015
Engage 2015: Emerging Technology and Online Learning TrendsMike KEPPELL
What is the context?
Learning transformations
Deconstructing blended learning
Places and spaces of blended learning
Design opportunities
Distributive leadership
Changing mindsets
The personal touch personal tutoring and the impact on retention Dave Lochtie
Presented as a plenary as part of the Universities UK conference on Improving student retention in the changing higher education landscape
7 Jun 2017, 09:30 - 16:30.
Personal tutoring has long been part of the higher education landscape and makes a demonstrable difference to student outcomes. It is receiving renewed attention because of its potential impact on retention, the student experience and Teaching Excellence Framework metrics.
Drawing on experiences from the UK and US, this session explored the relationship between personal tutoring and retention, identifying different approaches to personal tutoring in a data-rich and metrics-driven environment. The key challenges are identified and recommendations given for gaining maximum benefit from personal tutoring by making it a valued and integral part of a seamless student support system.
Online tutoring towards a signature pedagogymhallissy
Presented at the Higher Education Colleges Association Conference (HECA) on April 19th in iBAT College Dublin. This presentation on based on doctoral research currently being undertaken in the Institute of Education in London. The presentation suggests that critical discussion should become the signature pedagogy of the MATL and it should be based on Brookfield and Preskill's 8 dispositions for critical discussion.
Level the Playing Field for Employability Skills in Communities Using Adventure-Based Learning
Inclusive Excellence (IE) is the recognition that a community or institution's success is dependent on how well it values, engages and includes the rich diversity of students, staff, faculty, administrators, and alumni constituents.
Junell McCall, CWDP, M.S., M.Ed.
Associate Director, Office of Career Services
Learning Experience Designer, Trans-Disciplinary Data Scholars Development Program
Bethune-Cookman University
Raphael Isokpehi, Ph.D
Director, Trans-Disciplinary Data Scholars Development Program
Bethune-Cookman University
Open, online course in Professional EthicsMichael Rowe
Description of the design and implementation of an open, online course in Professional Ethics, that I ran during August 2013 in the Department of Physiotherapy, University of the Western Cape
The ‘assessment for learning’ pedagogical approach in an Academic Integrity o...Neda Zdravkovic
6APCEI: The 6th Asia Pacific Conference on Educational Integrity
TITLE: The ‘assessment for learning’ pedagogical approach in The University of Auckland Academic Integrity online course
Author: Neda Zdravkovic, BA, DipLIS5, MLIS, RLIANZA
Learning Support Services Librarian, The University of Auckland Libraries & Learning Services, Auckland, New Zealand, email: n.zdravkovic@auckland.ac.nz
Conference theme: Academic Integrity and Assessment Design – Policy, practice & pedagogy
Developing tutoring craft through cross-institutional peer exchange: reflecti...RichardM_Walker
This paper reports on outcomes from a cross-institutional peer observation programme for distance learning tutors - a joint initiative between the Universities of York (UK) and Waikato (New Zealand) - launched for the first time in 2015. The programme was conducted fully online and offered an opportunity for tutors from different institutions and national teaching contexts to address challenges in their practice and share innovations in online tutoring techniques. Participants were paired up and encouraged to collaborate through use of synchronous discussion tools and the mutual sharing of course sites within their institutional LMS platforms.
Evaluation of the participant experience revealed that the cultural and institutional differences between York and Waikato tutors were not insurmountable obstacles to effective peer exchange online and could be minimised through adequate preparation up front in defining respective programme cultures and ways of working. Partners who mastered this ‘norming’ phase in their relationship were able to move beyond agreed objectives for the observations to address deeper pedagogic discussions, challenging their views on institutional norms to assessment design and online support for student learning. Emergent themes for discussion between partners ranged from the merits of actively managing student learning online to the formality and tone of the tutor’s voice, focusing on language and modes of interactions with students. The study highlights the potential of cross-institutional peer observation to shine a light on institutional and personal ‘blind spots’ in tutoring techniques, stimulating deeper personal reflection on tutor identity and related strategies in managing student learning online.
Seminar given at EduCause 2008 on how OpenCourseWare can help institutions meet their goals. Presentation given by Terri Bays, Dan Carchidi, and Sunnie Kim.
Research dissemination within and beyond the curriculumSimon Haslett
Author: Dr Helen Walkington, Oxford Brookes University.
Keynote Presentation at the Research - Teaching in Wales 2011 Conference, 13th - 14th September, Gregynog Hall, Newtown (Powys)
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2. Welcome and
starter activities
Help yourself to refreshments and…
a) use the post-it notes to pose any
question you have about teaching and
learning at Warwick.
b) make sure you read the contributions
of others on the shared spaces
(homework task)
3. Review of homework tasks
Task 1: http://bit.ly/2cEuLHG - what have
you learned today?
Task 2: http://bit.ly/2cUNrFa -
relationship between research and
teaching
5. University Strategy
“Innovative ways in which
we can connect research
and teaching for the
benefit of our students,
and give students the
opportunity to undertake
research as part of their
degrees.”
“Enrich the student experience
through research-led teaching
and further embed
opportunities for
undergraduate engagement in
our research activities, both to
challenge their critical thinking
and to inspire the research
scholars of the future.”
8. “Backwash” (Elton 1987: 92)
“From our students
point of view,
assessment always
defines the curriculum.”
(Ramsden 1992: 187)
9. 6 tenets of assessment:
promote assessment for learning;
ensure assessment is fit for purpose;
recognise that assessment lacks precision;
standards constructed within communities;
integrate assessment literacy into course design;
ensure professional judgements are reliable.
10. Assessment for learning
“The debate on standards
needs to focus on how high
standards of learning can be
achieved through
assessment. This requires a
greater emphasis upon
assessment for learning
rather than assessment of
learning.”
11. Students say that…
• knowing what is expected of them, through
clear briefs and criteria enabled them to
learn more effectively.
• assessment is marked on implicit criteria
• Student say that they don’t understand the
criteria
There are indications that…
• students don’t fully understand what is
meant by commonly used assessment
terminology
Understanding the
assessment criteria
12.
13. Integrate assessment literacy
Active engagement with
assessment standards needs to
be an integral and seamless part
of course design and the
learning process. This enables
students to develop their own
internalised conceptions of
standards – to monitor and
supervise their own learning.
14. Feedback is “the most important
aspect of the assessment process
in raising achievement”
(Bloxham and Boyd, 2007:7)
15. Seven principles of good feedback
Good feedback practice:
1. helps clarify what good performance is (goals, criteria,
expected standards)
2. facilitates the development of self-assessment (reflection) in
learning
3. delivers high quality information to students about their
learning
4. encourages teacher and peer dialogue around learning
5. encourages positive motivational beliefs and self-esteem
6. provides opportunities to close the gap between current and
desired performance
7. provides information to teachers that can be used to help
shape the teaching.
Taken from: Nicol, D. & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and
seven principles of good feedback practice, Studies in Higher Education, 34 (1), 199-218.
16. Assessment and feedback
Online presentations can also be useful tools for
assessment and feedback. Research shows that students
both enjoy and understand their feedback better when it
is spoken.
http://screencast.com/t/jN4CKBXbFWH
17. Involving students
Students can use their
online voice for
reciprocal teaching or
to provide evidence of
group/seminar activity,
which you can listen to
and assess later.
18. Recent research has found audio feedback to have
advantages over written in terms of retention of
content and likelihood of engagement.
London Met University (Lunt and Curran, 2010)
found audio feedback to be beneficial to both staff
and students, with the latter 10 times more likely to
read their feedback.
Audio feedback can be achieved easily through
podcast techniques or combined with written
feedback through screencast approaches.
Innovative approaches to giving
feedback
21. • Wheeler et al (2005) discuss the notion of distributed
problem-based learning online and ‘communities of practice’.
• Discursive online dialogue can lead to a ZPD (Vygotsky, 1978)
– an incremental shift of an individual’s cognitive
development, through peer interactions.
• DPBL can be achieved in synchronous and asynchronous
environments.
• Notions of online identity and its relationship to actual,
professional identity.
Wheeler, S (2005) The influence of online problem-based learning on teachers’ professional practice and identity
ALT-J Research in Learning Technology Journal. v. 13. no. 2. 2005. p. 125
Problem-based learning online
23. Tools for real time assessment and
capturing student thinking
24. Advantages of these tools
Ability to keep and share results
Creating live classroom and homework tasks
Motivation and interest; ‘authentic’ results
Initial or formative assessment of concepts
Anonymity; encourages all learners to engage
Gamification
Peer dialogue around the ‘live’ results
25. Write your own evaluation!
Which questions (quantitative) would be
useful to ask to ascertain
learning/enjoyment/value of these two
days of training?
Think about answer types (e.g. true/false;
degree of agreement; multiple choice).
26. Inclusive Teaching is…
Inclusive teaching recognises and accommodates the diverse
learning needs of students. This method of teaching is:
good practice and will benefit all learners
involves acknowledging the different learning needs and
an awareness of the different communities that students
are from
encourages the avoidance of stereotyping
promotes an anticipatory and proactive approach
matches provision to meet the diverse range of student
needs.
27. Dimensions of Diversity
Race
Religion or belief
Gender
Sexual Orientation
Age
Disability (Seen and
Unseen)
Different Learning Styles
Background
Prior knowledge
Previous education
28. Accessibility
• Accessibility is a general term used to describe the degree
to which a product, device, service, or environment is
available to as many people as possible. Accessibility can
be viewed as the "ability to access" and benefit from
some system or entity.
• Accessibility is strongly related to universal design when
the approach involves "direct access". This is about
making things accessible to all people (whether they have
a disability or not).
Source: http://en.wikipedia.org/wiki/Accessibility
30. Re-framing the curriculum
“There is a world of difference between, on the one hand,
offering courses of education and training and then giving
some students who have learning difficulties some additional
human or physical aids to gain access to those courses, and,
on the other hand, redesigning the very process of learning,
assessment and organisation so as to fit the objectives and
learning styles of the students.”
Tomlinson, Inclusive Learning, FEFC, 1996
31. Format choice
• Making materials available in a number of formats
(e.g. printable handout, podcast, slideshow).
• Offering a choice of method to achieve the same
learning outcome (e.g. video recording, electronic
mind map etc).
• Using formats which are accessible and promote
readability (e.g. font choice and size, screen
definition etc).
• Ensuring materials work with other accessibility tools
(e.g. screenreaders).
37. Stay in touch!
Sara Hattersley (LDC) ext. 75761
S.Hattersley@warwick.ac.uk
Twitter: @sarahattersley
https://www2.warwick.ac.uk/services/ldc/
Editor's Notes
12.00
http://www.delta.wisc.edu/Events/BBB%20Balance%20Healey.pdf
Talk them through diagram
Lunch follows this slide.
12.10
12.20 -
Often some downsides of assessment.
What are your thoughts on formative and summative assessment? When and how are each used? Bring in discussions from group exercise introduced in previous slide.
Think about your own experiences of assessment and feedback, what’s been good/bad?
What can we learn from your experiences?
My own personal experiences (Emma)
As an undergraduate not understanding the assessment criteria and how they were apparent in a piece of work (couldn’t see the differences between two pieces) so learning to mimic good work instead.
As a postgraduate not getting much feedback (because it’s all fine) but consequently not really knowing if you’re doing enough, too much or too little.
As a postgraduate when you’re getting high grades not being given ideas for how to take work further.
Centrality of learning to the student experience.
Students learn what they think they will be tested on. Lewis Elton coined term ‘backwash’ (1987: 92). What they are tested on is the curriculum. Places supreme importance on assessment in student learning – entirely shapes what students study, how they study and how much they study. We signal what is important about our discipline through the choices we make in assessment – students prioritise their time. Motivate. Value.
Usually perceived negatively – students only interested in what is on the test. ‘Teaching to the test’ perceived as limiting. Strategy more important than substance, students peruse past papers trying to second guess what they will be assessed on. Inevitably leads to surface approach to learning (Biggs and Tang 2011: 196). Communicate not only what is important within our discipline, but also model behaviours and approaches to learning – how to achieve academic success.
Design assessment is most influential element determining quality and amount of learning achieved – most influential contextual element in learning. Can be harnessed to produce positive effects, can encourage appropriate learning when assessment aligned to what students should be learning.
Shift the debate on standards from how maintain integrity combatting plagiarism, reliability and validity - rubber stamping students through summative assessment. Move emphasis away from certification and institutional accountability – away from student measurement to student learning. Need to foster rather than verify student achievement. ‘You don’t fatten a pig by weighing it’
Assessment for learning
Evolution of these ideas, through:
Carless, 2007 ‘Learner oriented assessment’.
Work of the ASKe Pedagogy Research Centre at Oxford Brookes. Weston Manor Group.
HEA.
Look at each of these in more detail.
Advocate a shift of focus from discussion of standards which champion to consider how high standards of learning can be achieved though assessment. Learning and assessment should be fully aligned.
Price et al 2011 argue that: Assessment of learning places deep and complex learning under threat due to understandable demand for high levels of reliability and consistency.
If measure what is easy to measure, often fall back on lower orders of Blooms’ taxonomy: remember, understand, apply, analyse, evaluate create.
What is ‘high standard of learning’?
Critical thinking
Independent thinking
Active learning
Better understanding of subject matter
Ability to apply understanding
Development skills and attributes: self-efficacy, self-confidence, self-motivation, reflection? Dovetail with employability.
What is low standard of learning?
Strategic learning
Surface learning
Regurgitation of learned facts – remembering and repeating
Passive learning
Poor academic integrity
Rather than assessment of learning need to place emphasis upon assessment for learning, i.e. assessment promotes student learning. “The need to provide a reliable, verifiable mark for each individual for each assignment can either limit the methods we have used or create justifiable concerns about consistency or fairness in marking.” So assessment methods which have demonstrable value for learning, such as feedback on drafts, group assessment, peer learning and work-based assessment have been side-lined.
Rebalance from summative to formative and diagnostic - which enables exchange information on student achievement – allowing teaching to be responsive. Process becomes dialogic, students given opportunities for preparation and practice before summative assessment – encouragement and support to be their best.
Unlocking potential of approaches previously viewed with some suspicion – enables students to develop desirable graduate attributes, self-monitoring, evaluative skills.
Key points
Assessment must be designed to develop high standards of learning. Students’ learning is enhanced when assessment builds on previous learning and requires demonstration of higher order learning and integration of knowledge.
A high quality learning process requires a balance between formative and summative assessment ensuring that summative assessment does not dominate. One of the roles of formative assessment is to give students opportunities for preparation and practice before they are summatively assessed.
A range of approaches to feedback in addition to tutor comments on submitted work need to be in place. Students need to develop the capacity to use feedback effectively
12.30
Just talk them through this slide
12.40
http://vimeo.com/channels/154640
Show some videos of student experiences of feedback – 10 mins video just show a clip and brief discussion.
12.50 – 1.20 Lunch
After lunch looking at feedback
Integration assessment literacy into course design
Active engagement with assessment standards needs to be integrated and seamless part of course design – interwoven into fabric of their course. This enables students to develop their own internalised conceptions of standards – to monitor and supervise their own learning.
Students need to understand recognised standards – this understanding will enable them to become autonomous, reflective learners.
Assessment literacy: students and staff understand the nature and purposes of assessment and assessment standards
Takes time
Active involvement in educational community – students as partners
Iterative process – course design and implementation to provide ‘unhurried opportunities and time’ – within and across programmes – progression pathways
Students need opportunities to learn about, understand, internalise and apply relevant standards – achievable through observation, modelling, discussion, reflection and practice.
Dialogue – with staff and with peers (peer assessment) – learn more about subject, themselves and assessment of their performance.
Assessment literacy also Indicator 6 QAA chapter B6 on assessment: “staff and students should engage in dialogue to promote a shared understanding of the basis on which academic judgements are made”.
“Facilitating students' assessment literacy includes illustrating the way in
which standards are communicated and applied within the relevant subject to enable staff to make
judgements about student performance in different types of assessment task. It also enables students to
develop an awareness of the complex nature of professional judgement, and of the way in which standards
are derived from the descriptors in the relevant higher education Qualifications Framework and Subject
Benchmark Statements, and from the degree-awarding body's regulations, policies and processes for
assessment. (See Indicators 1, 2 and 13 of this Chapter, and Part A: Setting and Maintaining Academic
Standards.)”
Explanation
Courses and assessments need to be designed in ways that help students to achieve understanding of the recognised standards. Understanding will also help them to become autonomous learners who can readily reflect on and review their own progress, development and learning. Appropriately involving students in the design of courses will help this be more easily realised.
Key points
Assessment literacy is essential to everyone involved in assessment practice. It takes time to develop understanding and skills in assessment. These can be gained by active involvement in an educational community in which students are contributing partners.
Students are able to realise complex and sophisticated outcomes when they have the opportunities to learn about, understand, internalise and apply the relevant standards. This can be achieved through observation, modelling, discussion, reflection and practice.
Assessment literacy is an iterative process, and therefore course design and implementation should provide unhurried opportunities and time – within and across programmes – to develop complex knowledge and skills, and to create clear paths for progression.
Encouraging self- and peer assessment, and engaging in dialogue with staff and peers about their work, enables students to learn more about the subject, about themselves as learners, as well as about the way their performance is assessed.
13.20 Share this list
What does this mean in practice?
Even if you’re marking summative assessment tell them when to expect it back?
Mention feedback sandwich.
Also making it related to their previous and future work
Are there strategies we can implement for making it more efficient?
What should feedback be doing?
How do we ensure reliability?
Plagiarism +Collusion
Introduce the idea of ‘feedback dialogue’ and hand out flyers.
What does good feedback do?