This talk will introduce two different approaches to address the complex relationship between learning outcomes, assessment and the feedback that facilitates both student performance and satisfaction. The first of these is a flipped lecture approaching a final year plant biology module. The initial (authentic) context was set out in a national strategy (1). Students were required to indicate which areas they deemed the most important. Responses were submitted online and class data was ranked to form the basis of the subsequent teaching sessions. For each student-determined sub-topic, session were held with varied delivery including group work, journal clubs, seminars and clicker quizzes. Students worked in groups, often in the virtual environment, to prepare for each flipped session. In parallel, students drafted, refined, and approved an exam question, which formed part of the final module examination. Student feedback was generally good but some students preferred the conventional approach. From this experience it is clear that facilitation of flipped teaching requires transparency, preparation and the need to be reactive. The second approach used formative assessment in a digital environment to deliver feedforward in a first year module. A weekly series of short answer questions similar to the exam were provided. Students answered the question and then ranked those of their peers using the online NoMoreMarking tool. The top answer was annotated and returned to them. This provided revision, reflection, evaluation and feedback in an efficient way for both staff and students.

1. • Flipping can be authentic and inclusive
• Students do not engage with formative assessment
• Analytics can help monitor student engagement
Lecture Flipping and the Digital Environment

2. Why are we doing what we are doing?
@DrJPritchard School of Biosciences
Teaching

3. Why are we doing what we are doing?
@DrJPritchard School of Biosciences
AssessmentTeaching

4. Why are we doing what we are doing?
@DrJPritchard School of Biosciences
AssessmentTeachingLOs

5. Why are we doing what we are doing?
@DrJPritchard School of Biosciences
AssessmentTeachingLOs
Do they match?

6. @DrJPritchard School of Biosciences
Module delivery Unseen Exam
Real world
?
Exams (assessments) must match LOs

7. @DrJPritchard School of Biosciences
Module Stuff Unseen Exam
Real world
?
Context Seen question
Exams (assessments) must match LOs

8. UPKSF report
Flipped session
main issues
Which topic next?
Seen exam Question
Develop seen exam
question
Pod cast /Review
delivery
Flipped session
Structure of flipped delivery
@DrJPritchard School of Biosciences

9. @DrJPritchard School of Biosciences

10. @DrJPritchard School of Biosciences
Session 1: pest and diseases
•Group work on the VLE summarising main points of sub-topics
•Plenary presentation, formative MCQs
Session 2: Drought
•Group Journal club
Session 3: Elevated CO2
•Visiting lecturers/seminar. Discussion and BiFoR context
Session 4: Temperature
•Short lecture. Main points of 3 papers posted in advance discussed
Session 5: Summary
•ResponseWare MCQs (knowledge)
The flipped sessions

11. @DrJPritchard School of Biosciences
Google docs: developing a seen question
Each student
writes a
question
Student
groups
choose ‘best’
Class chooses
overall ‘best’
Best question
on Google
Docs
Students
continually
edit
I finalise final
seen
question

12. @DrJPritchard School of Biosciences
Google docs: developing a seen question

13. @DrJPritchard School of Biosciences
Google docs: developing a seen question

14. @DrJPritchard School of Biosciences
Google docs: developing a seen question

15. @DrJPritchard School of Biosciences
Skills: Exam skills &
guided independent work
CA
Info
Referen
ce?
• Problem solving
• Writing concisely
• Structuring reports
• Presenting
• Critically analysing
• Synthesising

16. Good stuff
@DrJPritchard School of Biosciences

17. Bad stuff
@DrJPritchard School of Biosciences
Independent study should be our choice as students and it should not be forced on
us.

18. @DrJPritchard School of Biosciences

19. Conclusions
1. Assessment
2. Transparency
3. Preparation
4. Reactive
5. Structured
@DrJPritchard School of Biosciences

20. Independent study
Online Formative Feedback
@DrJPritchard School of Biosciences
AssessmentTeachingLOs
Feedback

21. @DrJPritchard School of Biosciences

22. Bio145 2017/18

23. 0
5
10
15
20
25
30
35
40
0 1 2 3 4 5 6 7 8 9
Numberofstudents
Number of assessments attempted
Students don’t engage with summative feedbackBio145 2017/18
1 2 3 4 5 6 7 8 9
Week of course
Submission of summative assessment

24. 0
25
50
75
100
0 200 400 600
0
25
50
75
100
0 500 1000 1500
0
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50
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75
100
0 500 1000 1500
Canvas page views
2013/14 2014/15 2015/16 2016/17 2017/18
0
25
50
75
100
0 1000 2000 3000
Bio171
No differences year on year
VLE usage does not improve student performance

25. Bio171 2015-16
0
5000
10000
15000
12/27/2015 1/27/2016 2/27/2016 3/27/2016 4/27/2016 5/27/2016 6/27/2016
#CanvasPageViews
Students use Online resources mainly for revision

26. Bio171 2016-17
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
0 200 400 600 800 1000 1200 1400 1600
Finalexammark(%)
Page views
Big scatter of data
Online provision generates data for analytics

27. Bio171 2016-17
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
0 200 400 600 800 1000 1200 1400 1600
Finalexammark(%)
Page views
Analytics - identifying different students behaviours

28. Bio171 2016-17
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
0 200 400 600 800 1000 1200 1400 1600
Finalexammark(%)
Page views
High engagement
Low performing
Low engagement
High performing
High engagement
High performing
Low engagement
Low performing
Analytics - identifying different students behaviours

29. “I really did like having the SAQs however towards the end I didn't do
them as I had to spend the time revising for my exams”
Student focus is dominated by summative assessments elsewhere

30. • Flipping can be authentic and inclusive
• Students do not engage with formative assessment
• Analytics can help monitor student engagement
Summary