Download to read offline
![Student feedback on feedback
Photo derived from Anton Sukhinov on Unsplash
Feedback depends on Tutors, some are good
at giving [it] on-line and some are not
Master’s student in Arts & Humanities faculty
Rubrics or sample answers along with
marking would be useful.
2nd-year undergraduate in Science faculty](https://image.slidesharecdn.com/threerivers2018durham-180706105114/75/Learning-from-student-perspectives-on-digital-assessment-31-2048.jpg)
![Making a video to consolidate
learning [was a useful course digital
activity]
Master’s student in Arts & Humanities faculty
Photo by rawpixel on Unsplash](https://image.slidesharecdn.com/threerivers2018durham-180706105114/75/Learning-from-student-perspectives-on-digital-assessment-42-2048.jpg)
![The creation of games or websites
[was a useful course digital activity]
1st-year undergraduate in Science faculty
Photo by rawpixel on Unsplash](https://image.slidesharecdn.com/threerivers2018durham-180706105114/75/Learning-from-student-perspectives-on-digital-assessment-43-2048.jpg)
![Blog writing on DUO [was a useful course
digital activity]
Master’s student in Arts & Humanities faculty
Photo by rawpixel on Unsplash](https://image.slidesharecdn.com/threerivers2018durham-180706105114/75/Learning-from-student-perspectives-on-digital-assessment-44-2048.jpg)
![Give students access to plenty of
guidance and support
When we are expected to use digital devices to
produce work, don’t assume we are comfortable
with the teachnology [sic]
2nd-year undergraduate in Science faculty
Photo by rawpixel on Unsplash](https://image.slidesharecdn.com/threerivers2018durham-180706105114/75/Learning-from-student-perspectives-on-digital-assessment-45-2048.jpg)
![Give students access to plenty of
guidance and support
Photo by rawpixel on Unsplash
[DON’T] Make digital teaching condescending
or patronising.
2nd-year undergraduate in Science faculty](https://image.slidesharecdn.com/threerivers2018durham-180706105114/75/Learning-from-student-perspectives-on-digital-assessment-46-2048.jpg)
Uploaded byMalcolm Murray
Learning from student perspectives on digital assessment
The document discusses student perspectives on digital assessment at Durham, highlighting various submission methods and assessment types used across departments. It reveals mixed student opinions on online versus paper assessments, with many preferring online submissions for convenience while others faced technical difficulties. Key challenges identified include the need for transparent processes, engaging assessments, and quality online feedback, alongside suggestions for improving digital assessment experiences.
More Related Content
Similar to Learning from student perspectives on digital assessment
Learning from student perspectives on digital assessment
- 1. Learning from student perspectiveson digital assessment Candace Nolan-Grant Dr Malcolm Murray Photo by Gaelle Marcel on Unsplash @crnolangrant @malcolmmurray
- 2. Introduction Photo by ChristianJoudrey on Unsplash
- 3. Tools for digitalassessment at Durham Photo by Annie Spratt on Unsplash blogs wikis journals discussion boards assignments
- 4. Almost every departmentVerylimited use Heavy use in a few departmentsA few departments Use of tools for digital assessment at Durham Photo by Annie Spratt on Unsplash
- 5. Enquiry into Assessment:2017-18 Photo by Tim Gouw on Unsplash
- 6. 1. Process Mapping Photoby Štefan Štefančík on Unsplash
- 7.
- 8. 3. JISC StudentTracker
- 9.
- 10. Findings: submission methods Photoby Jerry Kiesewetter on Unsplash
- 11. Digital or analogue? Surveyof Departmental submission methods: staff 33% 11% 66% Online only Physical only Both Photo by Florian Klauer on Unsplash
- 12. Variety of Assessment Differentonline summative assessment types: students Photo by Sharon McCutcheon on Unsplash 0 1 2 3 4 15% 39% 28% 8% 2% Number of different assessment types used on their courses 118,574 Turnitin submissions in 2017-18
- 13. Variety of Assessment Differentonline summative assessment types: students 0 1 2 3 4 9% 45% 33% 9% 3% Number of different assessment types used on their courses 24% 41% 24% 10% 1% First Year Undergraduates Mid Year Undergraduates Taught Postgraduates 38% 38% 11%11% 3% Photo by Sharon McCutcheon on Unsplash
- 14. Student perceptions Online assessmentare delivered & managed well 53%38% 9% Neutral Disagree Agree Photo by Lidya Nada on Unsplash
- 15. Student perceptions Online assessmentc.f. Digital Teaching & Learning 28% 15% 7% 2% 48% 45% 42% 15% 23% 40% 51% 83% 2. Overall, how would you rate the quality of digital teaching & learning on your course? 1. Online assessments are delivered & managed well Agree Neutral Disagree Poor/Awful/ Worst Imaginable Average Good Excellent/ Best Imaginable Photo by Lidya Nada on Unsplash
- 16. What the studentssaid: paper vs online 2 students preferred paper assessment processes Photo by STIL on Unsplash I partly submit my work online but it is a wasted task when you must print 2 copies off, staple them individually, print a cover sheet, and finally the digital receipt before paper clipping the whole thing together. And we rely on the office open hours. Second-year undergraduate in Arts & Humanities faculty
- 17. 2 students preferredpaper assessment processes 29 students said that they preferred online assessment and/or feedback 10 students didn’t want to submit both online and on paper What the students said: paper vs online Photo by STIL on Unsplash It would both make it easier for students, and for the environment, to stop paper submissions altogether. Second-year undergraduate in the Social Sciences and Health faculty
- 18. What students said:online submission students complained about technical issues with online submission9 students cited issues with online submission communications, processes or settings13 12students said that online submission was useful to their learning Photo by Daniel Cheung on Unsplash
- 19. Findings: types ofassessment Photo by John-Mark Smith on Unsplash
- 20. Online assessment Types ofassessment used: staff 78% 83% 11% 6% 17% Word PDF Audio Video Computer programme Photo by Patrick Tomasso on Unsplash
- 21. 80% 24% 10% 5% 6% 17% 11% 6% 3% 3% 3%2% 3% 2% Essay Presentation Portfolio Audio recording Video Quiz or game Other Online assessment Experience of current assessments: students Have you submitted the following assessments online – and what did you think? Yes – but I didn’t like it Yes – and I liked it Photo by Patrick Tomasso on Unsplash
- 22. 4% 20% 18% 13%15% 14% 10%2% 16% 8% 16% 16% 10% 7%8% 37% 60% 63% 62% 56% 70% Essay Presentation Portfolio Audio recording Video Quiz or game Other Online assessment Experience of current assessments: students Have you submitted the following assessments online – and what did you think? No – not appropriate to my subject No – and wouldn’t like to No – but would like to Photo by Patrick Tomasso on Unsplash
- 23.
- 24. Other assessment types Photoby Patrick Tomasso on Unsplash Was very useful for building an understanding of python 2nd-year undergraduate in Science faculty
- 25. Online marks &feedback Photo by arvin febry on Unsplash
- 26. Staff marking &feedback processes 33% 20% 40% 7% 27% Offline marks list Offline pro forma Turnitin Paper marks list Paper pro forma Photo derived from Anton Sukhinov on Unsplash
- 27. Photo by TomRoberts on Unsplash Staff would like to be able to identify anonymous assignment non-submitters
- 28. Photo by MustangJoeon Pixabay Staff would like marks from Blackboard to feed into the student record system
- 29. How do studentsaccess marks and feedback? 44% 19% 19% 38% 6% Paper Email Blackboard Turnitin In-house portal Photo derived from Anton Sukhinov on Unsplash
- 30. Receipt of marksand feedback Photo derived from Anton Sukhinov on Unsplash scripts given feedback using Turnitin in 2017-1832,103 students complained about processes to access feedback5 students complained about the quality of online feedback7
- 31. Student feedback onfeedback Photo derived from Anton Sukhinov on Unsplash Feedback depends on Tutors, some are good at giving [it] on-line and some are not Master’s student in Arts & Humanities faculty Rubrics or sample answers along with marking would be useful. 2nd-year undergraduate in Science faculty
- 32. Student feedback onfeedback Photo derived from Anton Sukhinov on Unsplash Online grading and feedback would be useful for all modules 1st-year undergraduate in Arts & Humanities faculty It would be helpful if…feedback on assessments are given via voice recording for better clarity 2nd-year undergraduate in Social Sciences & Health faculty
- 33. Tackling the challenges Photoby Chinh Le Duc on Unsplash
- 34. Challenge 1 Making theprocess transparent Photo by freddie marriage on Unsplash
- 35. Consistency for students Whereto find rules of submission deadlines, late submissions, extensions, proof of submission, originality Where to find the assignment details e.g. essay titles, what is expected for non-standard submissions Where to find instructions for submission e.g. file format, file length/size, whom to contact if there’s a problem Where to submit When marks and feedback will be released Where to find marks and feedback PhotobyfreddiemarriageonUnsplash
- 36. It can bevery difficult to find where to submit assignments for the first time. More guidance with this would have been appreciated as it took me a long time at first. Master’s student in Science faculty Photo by freddie marriage on Unsplash
- 37. How to createsubmission points How to deal with anonymity How to deal with student issues e.g. non-submission, late submission, extensions, claims of system failure Consistency for administrative staff PhotobyfreddiemarriageonUnsplash
- 38. My best friendhad a massive argument with a staff member who shouted at her for not knowing how to access the assignment portal online. There is sometimes not great help from admin staff. Its hit and miss. Master’s student in Social Sciences & Health faculty Photo by freddie marriage on Unsplash
- 39. How to helpstudents e.g. make it clear where to find information, guidance, submit points, assessment policies Methods of marking e.g. how anonymous marking, double marking or moderation will work, if they should use a rubric or grading form, whether to annotate the script What the students see e.g. if the VLE automatically calculates a mark— correct or otherwise, what a marked script looks like online, whether students can see the originality report Consistency for markers PhotobyfreddiemarriageonUnsplash
- 40. Essay titles andcoversheets should be on the module's DUO page, not random folders. Master’s student in Social Sciences & Health faculty Photo by freddie marriage on Unsplash
- 41. Challenge 2 Engaging studentswith innovative assessments Photo by rawpixel on Unsplash
- 42. Making a videoto consolidate learning [was a useful course digital activity] Master’s student in Arts & Humanities faculty Photo by rawpixel on Unsplash
- 43. The creation ofgames or websites [was a useful course digital activity] 1st-year undergraduate in Science faculty Photo by rawpixel on Unsplash
- 44. Blog writing onDUO [was a useful course digital activity] Master’s student in Arts & Humanities faculty Photo by rawpixel on Unsplash
- 45. Give students accessto plenty of guidance and support When we are expected to use digital devices to produce work, don’t assume we are comfortable with the teachnology [sic] 2nd-year undergraduate in Science faculty Photo by rawpixel on Unsplash
- 46. Give students accessto plenty of guidance and support Photo by rawpixel on Unsplash [DON’T] Make digital teaching condescending or patronising. 2nd-year undergraduate in Science faculty
- 47. Research the bestway for students to submit Because of the University guidelines on the marking of coursework, submitted coursework doesn't get processed through the duo. 1st-year undergraduate in Science faculty Photo by rawpixel on Unsplash No support to send large videos Master’s student in Social Sciences & Health faculty
- 48. Consider digital group projects? 52%of students preferred a mix of individual & group work Working together with the group on Google Docs online is one of the best experiences. Master’s student in Social Sciences & Health faculty Photo by rawpixel on Unsplash
- 49. Take the pressureoff students who have less experience with the technologies being used. Use digital tools to make it easy to see how group work evolves throughout the course of a project (Crisp, 2007). Use digital tools for self and peer evaluation at the end (Kao, 2013). Digital group projects Photo by rawpixel on Unsplash
- 50. Challenge 3 Providing quality online feedback Photoby chuttersnap on Unsplash
- 51. Get experience withthe tools, including rubrics and recording Photo by chuttersnap on Unsplash Only some courses allow you to get your feedback online (mine doesn't) and this is frustrating particularly if you get feedback during the holidays and you can't see your feedback until you come back to uni Master’s student in Science faculty
- 52. Consider ongoing assessment studentsnamed in-class polling as a useful course activity73 students named online quizzes and tests as useful course activities32 Photo by chuttersnap on Unsplash
- 53. Consider iterative feedback Spreadsfeedback duties out for staff and gives students feedback that they can act on immediately. Use digital tools that allow students to show the growth and development of a project or a piece of research over time. Use digital tools to turn feedback into an ongoing conversation about the student’s work. See Hounsell et al, 2007; Boud & Soler, 2016; Bayne & Ross, 2013; McKenna and McAvinia, 2011; Hatzipanagos & Warburton, 2009 Photo by chuttersnap on Unsplash
- 54. Questions? Photo by AlejandroAlvarez on Unsplash
- 55. References Bayne, S. andRoss, J. (2013) ‘Posthuman literacy in heterotopic space: a pedagogical proposal’, in Goodfellow, R. and Lea, M. (eds.) Literacy in the Digital University. London: Routledge. Boud, D. and Soler, R. (2016) ‘Sustainable assessment revisited’, Assessment & Evaluation in Higher Education 41(3), pp. 400-413. Crisp, G. (2007) The e-assessment handbook. London: Continuum. Hatzipanagos, S. and Warburton, S. (2009) ‘Feedback as dialogue: exploring the links between formative assessment and social software in distance learning’, Learning, Media and Technology 34(1), pp. 45-59. Hounsell, D. et al (2007) Integrative Assessment: Balancing assessment of and assessment for learning, Guide no 2. Mansfield: The Quality Assurance Agency for Higher Education. Available at: http://www.enhancementthemes.ac.uk/pages/docdetail/docs/publications/guide-no-2---balancing- assessment-of-and-assessment-for-learning. Jisc Student Digital Experience Tracker available at: https://www.jisc.ac.uk/rd/projects/student- digital-experience-tracker. Kao, G. Y. M. (2013). ‘Enhancing the quality of peer review by reducing student “free riding”: Peer assessment with positive interdependence’, British Journal of Educational Technology 44(1), pp. 112-124. McKenna, C. and McAvinia, C. (2011) ‘Difference and discontinuity – making meaning through hypertexts’, in Land, R. and Bayne, s. (eds.) Digital Difference: Perspectives on Online Learning. Rotterdam: Sense Publishers. Photo by Patrick Tomasso on Unsplash
Editor's Notes
- #5 We can rearrange them to indicate degree of use
- #6 A year long series of four projects around a common theme…
- #7 Talked to every university department about their assessment processes from approving essay titles to archiving submissions
- #8 Focus groups with admin staff, academic staff and students about assessment design, processes and marking
- #9 Added bespoke questions about assessment to the Durham iteration of the Jisc Student Digital Experience Tracker survey 2018 (877 participants, representative with 95% confidence level and 3.19 confidence interval)
- #10 Design thinking exercise looking at the assessment process from start to finish
- #12 % on bar graph is out of all respondents; note that some first-years will only have done formatives when the survey went out
- #13 % on bar graph is out of all respondents; note that some first-years will only have done formatives when the survey went out CLICK: Turnitin usage
- #14 Here we see the breakdown by year of study In this case the vertical column heights remain the same but the percentages relate to the given cohort e.g. 24% of all taught postgraduates had experienced 0 summative assessments at the time of the study,
- #15 Highlight the correlation between rating of satisfaction with L&T and with digital assessment processes
- #16 Highlight the correlation between rating of satisfaction with L&T and with digital assessment processes Note the percentage values sum to 100% in each column
- #17 CLICK for quote
- #18 CLICK x 2
- #22 Significantly more students liked every online submission option except Audio Element of safety in familiar forms of assessment?
- #23 Interesting that most students thought that unused assessment methods weren’t applicable to their subject area—not expecting innovative assessment!
- #25 Note that, apart from this comment, no one indicated the value of the type of assessment, just logistical considerations
- #27 Adds up to more than 100% because some departments use multiple methods
- #31 NB None of the complaints about access were about technical glitches or things that can’t be done in DU systems CLICK: process complaints CLICK: quality of feedback
- #36 (Won’t talk through all of this on these three slides—just there for people to consider)
- #46 ‘access’, as some students will be in their element and some will really struggle
- #48 ‘Research’ examples are of students who are unaware of tech capabilities or university policy, possibility because the staff member is also unaware
- #49 CLICK for quote Referring to lack of student push for innovative assessment, but overwhelming positivity when it is attempted
- #50 ‘Research’ examples are of students who are unaware of tech capabilities or university policy, possibility because the staff member is also unaware
- #53 Experience: e.g. ask students to submit formatives online as well; talk to colleagues about how they use online marking tools
- #54 CLICK: 2nd figure appears