2. Facilitate opportunities for self-assessment and reflection

3. Deliver feedback that helps students self-correct

4. Provide opportunities for feedback dialogue (peer and tutor-student)

5. Encourage positive motivational beliefs and self-esteem

6. Provide opportunities to apply what is learned in new tasks

8. Distribute students’ effort evenly across topics and weeks.

9. Engage students in deep not just shallow learning activity

10. Communicates clear and high expectations to students. Adapted from Nicol and Macfarlane-Dick (2006) and Gibbs and Simpson (2004)

11. it is important that students understand that feedback is an evaluation, not of the person but of the performance in context

12. Use of Online Quizzes and Homework - Languages Strathclyde Uni http://www.reap.ac.uk Michele Dickson - 2007

13. Department: Department of Modern Languages Class/Course: French 1A Students: 200

14. Before SUPPORT RESOURCES TASKs Lecture 2 Group Tutorials a week 2 Group Tutorials a week 2 Group Tutorials a week 2 Group Tutorials a week 2 Group Tutorials a week 2 Group Tutorials a week Tutor support Oral and Written Exams

15. ISSUES limiting the amount of traditionally marked assessments while giving students more flexibility and greater control over their work. established clearer links between course content and all forms of assessment increased the range of assessments while lightening the amount of traditionally marked tasks.

16. Technology: Online homework and tests supported by VLE, electronic voting system (EVS) Assessment Activities: Diagnostic tests of student knowledge at start of year to inform teaching.Formative feedback from regular online testing and EVS classroom use. Efficiencies: Effective delivery of course made possible despite significant cuts in funding and staffing. Tutorials reduced by 50% and replaced with online tasks. Listening classes reduced from 360 to 160 hours. Saving of 200 staff hours. Learning Gains: Failure rate in final exam reduced from 24% to 4.6% compared with 2005/06 diet. Attendance has ‘markedly’ improved. progression rate from 1st year to 2nd year which has gone up from 71.7% in 2004-5 to 78% in 2006-7.

17. After SUPPORT RESOURCES TASKs Online diagnostic Tutor support lecture 1 Group tutorial a week Online activity/test 1 Group tutorial a week Online activity/test 1 Group tutorial a week Online activity/test 1 Group tutorial a week Online activity/test 1 Group tutorial a week Online activity/test 1 Group tutorial a week Online activity/test Automatic Feedback Lecture Clicker activity Fortnightly Online Exams Oral and Written Exams

18. Use of Discussion Board - Psychology Strathclyde Uni http://www.reap.ac.uk Prof Jim Baxter - 2007

19. Department: Department of Psychology Class/Course: Basic Psychology Students: 560

20. Before SUPPORT RESOURCES TASKs 2 Lectures per week 2 Lectures per week 2 Lectures per week 2 Lectures per week 2 Lectures per week 2 Lectures per week 2 Lectures per week 2 Lectures per week 2 Lectures per week 2 Lectures per week 2 Lectures per week 2 Lectures per week Semester 1 Exam Semester 2 Exam Tutor support

21. Main Issues Attendance was good for lecturers. But for all the information covered, there was little evidence students had learnt More formative assessment opportunities Get students to read in first week Create peer support

22. Technology: Online collaborative group tasks supported by VLE message-board Assessment Activities: Regular collaborative tasks support peer feedback processes and student engagement. Efficiencies: 50% of lectures replaced with online tasks. Staff time re-directed to support online tasks. Learning Gains: Significant overall improvement in average exam pass mark (51.1% in 2005/06 diet rising to 57.4% in 2006/07). Exam failure rate reduced from 13% to 5%. Course failure rate reduced from 12.1% to 2.8%.

23. Before SUPPORT RESOURCES TASKs 1 Lectures per week 1 Lectures per week 1 Lectures per week 1 Lectures per week 1 Lectures per week 1 Lectures per week 1 Lectures per week 1 Lectures per week 1 Lectures per week 1 Lectures per week 1 Lectures per week 1 Lectures per week Online group task Online group task Online group task Online group task Online group task Online group task Online group task Online group task Online group task Online group task Online group task Online group task Exam Tutor support feedback on 1 group task Each week

25. Facilitate opportunities for self-assessment and reflection

26. Deliver feedback that helps students self-correct

27. Provide opportunities for feedback dialogue (peer and tutor-student)

28. Encourage positive motivational beliefs and self-esteem

29. Provide opportunities to apply what is learned in new tasks

31. Distribute students’ effort evenly across topics and weeks.

32. Engage students in deep not just shallow learning activity

33. Communicates clear and high expectations to students. Adapted from Nicol and Macfarlane-Dick (2006) and Gibbs and Simpson (2004)

34. Further links www.reap.ac.uk – all the projects from Nichol’s work Video I made giving a quick overview of the Languages project I showed you http://www.screenr.com/xfh