Science 7 - LAND and SEA BREEZE and its Characteristics
The joy of Sets! Alternative assessments – using groups
1. ‘The Joy of Sets’
Alternative assessments – using Groups
Belinda Green @bjgreen25
The University of Northampton
Presentation at Blackboard Users Conference, Durham
6th January, 2017
2. @bjgreen25#DURBBU
Oh No!
Marking group work is not fair as
some don’t contribute.
Problem with meeting up
to work as a group
Difficulty getting people to work
to deadlines – impacts us all
I don’t like to work with
others
Oh Yes!
Great alternative to Essays
Nice to be able to choose our
own group to work with
We chose our own topic, which
was relevant to our work
Good to share the workload, and
learn from others’ perspectives
Group Work - Perceptions
3. @bjgreen25#DURBBU
Online
Debates
using Blackboard Groups,
(email, file share)
Discussion boards,
Kaltura (video guidance)
Group assignment,
Evaluation reports,
Grade Centre
Group
Presentations
using Blackboard Groups,
(email, blog)
PowerPoint,
Group assignment,
Rubric,
Grade Centre
Kaltura (recordings)
The story of….
4. Online Debates
Online Debate ‘Current Issues in Learning & Teaching’
During Y1 and Y2 of the Foundation Degree in Learning and
Teaching and the final year BA Learning and Teaching,
students take part in a series of FOUR online NILE discussion
boards over 6 months, as part of their learning and assessment.
also:
‘Online Forum’
Early Years Specialism (H&SC, Education)
ONE online NILE discussion board
#DURBBU
Jean Edwards, Senior
Lecturer, Education
5. Online Debate
@bjgreen25#DURBBU
Girls should be
taught separately
to boys
(Whole school)
(practice debate)
Summer born children
should have the
opportunity to start a
year later
(Inclusion/diversity)
Children are never
too young to learn
about human rights
(Issues with an
international
perspective)
School teachers should
be able to boycott
difficult people
(Whole school)
Learning a language in
school is not a
necessity – English is
the global language
(Curriculum)
An effective teacher
includes digital
technology in all
lessons (Curriculum)
Children with special
educational needs need
special schools
(SEND and Inclusion)
Forest schools are elitist,
not inclusive (Inclusion)
8. Concluding posts
@bjgreen25#DURBBU
Sophie
“I have thoroughly enjoyed participating in this debate regarding the
debate title ‘Class sizes in England should be halved’ and I would like
to first congratulate Georgia and Hawa in how well they lead our first
official debate.”
Georgia
“Thank you all for your
participation over the
course of the debate. You
have been fantastic group
members and it was
thanks to all of us that this
was such a successful
debate.”
Tracy
“In conclusion I am conflicted with
positives and negatives from both
arguments. In an ideal world maybe
all teachers would like less pupils,
creating less work but would we
then be depriving our pupils of the
opportunity to develop into the well-
rounded citizens of the future?
For me the debate goes on.”
10. Online Debate
@bjgreen25#DURBBU
What we liked:
Blackboard groups
Making tools, such as
eMail, available to the
group securely
Import/export group
membership
Using Evaluation –
dashboard to monitor,
see how many posts,
who hasn’t posted
‘Click and collect’ posts
Grading through Grade
Centre/Turnitin
What ticked us off:
• AAARGH!!! Access Denied.
Can no longer edit discussion
without making it Available
• Blackboard discussion board
is CLUNKY and out-dated
• When ‘Collecting’ posts into a
pdf, italics are lost on
references
11. Group Presentation - 1
EYS1110 Professional and Academic Development
a) Group Presentation on ‘Study Skills’ from a Professional
Development perspective (1,000 word equiv. per student)
b) 1,000 word reflective essay on your own learning about
working in a team, and how you can
bring this to your professional role
c) 1,000 word equivalent piece of
evidence to support your
research and group working
#DURBBU
Jeanne Barczewska,
Senior Lecturer, Early Years
12. Group Presentation - 2
EYS2115 Children and Society (SEN and Inclusion)
Group Presentation on ‘Inclusive practice’ - an argument
or issue relating to inclusive education or practice. This can
have a particular approach or intervention, or specific disorder
as its focus.
• Each person required to participate in the design and group
presentation of the seminar
• Presentations will be peer reviewed and students need to
be prepared to field questions from their colleagues on their
chosen subject.
@bjgreen25#DURBBU
13. Group Presentation Support….
PAD sessions on
Team working
Visit to All Party Parliamentary Group
1001 Days
to watch Presentations by Dr Eunice Lumsden
18. Group Presentation (4) Tutor feedback
@bjgreen25#DURBBU
“The whole online process has been BRILLIANT!”
• time efficient - cuts down admin on setting up groups
• improves marking time considerably! write-up 15 minutes (not too much
narrative): overview, key points, 3 areas to improve
• marking is focussed, and consistent
• confidence, as we have video to support as well
for internal and external moderation
• promotes communication and group working skills
• just as rigorous as other assessments
For students
• more streamlined, online work space provided
• any member of the group can submit
• feedback and grade within 2 weeks, not 4 Peter Goy, Senior
Lecturer, Early Years
19. Group Presentation
@bjgreen25#DURBBU
What we liked:
blackboard groups!
random enrol
group assignment
group submission
group feedback
Next year, we are going to:
• use Group sets
• add Smart views to grade centre
• enable Collaborate Ultra for drop-ins
• use a Blog for Q&A’s
• Give video guidance on submitting
What ticked us off:
• Group wiki cannot
be used concurrently
20. Six Top Tips for Group Assessments
1. Be creative with assessments –how could they benefit students
2. Make group work intrinsic and positive – even fun!
3. Be clear on the rationale and the benefits
4. Follow my links to ‘Good guidance on Group Work’
5. Set up Blackboard GROUPS & tools, for collaborative working
6. Give clear, consistent guidance on group work, and submission
@bjgreen25#DURBBU
21. Guidance
• Northampton ILT Assessment and Feedback portal
– includes Setting and assessing group work
• JISC - Transforming assessment and feedback with technology
– includes Assessing group work
• Phil Race - The Lecturer’s Toolkit: A practical guide to
assessment, learning and teaching. 4th edition. Routledge
– includes Practical Pointers for group work
• Oxford Brookes University
– includes Getting the most from Groupwork assessment
@bjgreen25#DURBBU
22. Background
• Northampton Integrated Learning Environment (NILE)
• Assessment & feedback policy: all non-exam
submissions, grading and feedback via NILE
• Module and assessment redesign for
Blended Learning & constructive
alignment (Biggs 2003)
• ILT - Outside the Box:
Assessment and Feedback Practices
@bjgreen25#DURBBU
23. Questions? Please contact me:
Belinda Green
Learning Technologist
University of Northampton
@bjgreen25
Belinda.Green@northampton.ac.uk
@bjgreen25#DURBBU
‘The Joy of Sets’
Alternative assessments – using Groups
Editor's Notes
Hello. ….. I have discovered ‘The Joy of Sets’ – and I want to share it with you.
My focus here is on two alternative forms of assessments that I hope you might consider yourself – both involving ‘sets’ (or Groups) of students
Question – as a student, what does Group assessment mean to you? …….
So why even consider assessments involving groups? Well, what I was surprised about was what the students told us at the end of these particular assessments, which was …….
Radically different mode of assessment – but every bit as rigorous
NILE is….
So we created GROUPS – originally random enrolment, this year as chosen by the students.
Creating Groups
You can create groups one at a time or in sets. You can manually select group members or allow students to self-enrol. You can add a group description and select a set of default group tools. On the action bar, click Create and make a selection from the following options:
Group Set: Generate several groups at one time.
Random Enrol: Populate groups automatically - you simply choose the number of groups or members per group.
Self-Enrol: Allow students to add themselves to one of the groups in the set using a sign-up sheet.
Manual Enrol: Select the students you want in each group in the group.
After you create groups, you can make tools available or unavailable on the groups listing page. Click the check mark in a tool's column to make it unavailable - an X appears.
-OR-
Access a group's contextual menu to edit the group's name, description, availability, tools, and membership. You also have options to delete the group and create a Smart View. A Smart View is a focused look at the Grade Centre.
Other Functions
From the action bar, you can perform the following:
Import: Import a CSV (comma-separated value) file that contains a list of users that also identifies their group memberships.
Export: Export a CSV (comma-separated value) file containing groups and users to your computer.
Group Settings: Allow students to create their own self-enrolment groups from the groups listing page and make some edits.
Bulk Actions: Select group check boxes for deletion or create Smart Views in the Grade Centre for each group.
PRACTICE SESSIONS!
In the final assignment in PDT3003 students’ reflect upon the impact of their experiences. These reflective accounts reveal that being challenged to find, evaluate and use a range of literature to argue for and against supports their finding and use of reading in other course modules. They often identify that constructing arguments and supporting these in a debate has an overall impact on their critical thinking. Some students also note that they now have more confidence in their work situation when called upon to express their views and take part in discussion. Perhaps most significantly, students report that when asked to discuss current issues in education during interviews for postgraduate teacher training courses they are able to draw upon their debating experience. Reference: Lim, S.C.R., Cheung, W.S. and Hew, K.F. (2011). Critical thinking in asynchronous online discussion: an investigation of student facilitation techniques. New Horizons in Education 59 (1):52-65.
1st year module, WBL, P/T, mature
Students met each other at a taster Day, and so formed themselves into groups at the 1st session a week later for an Icebreaker – which was a Group activity helped the groups to gel. Introduced themselves and chose a Study Skill as a topic. Having the same group helped them toward Assessment, which was 4 weeks later.
(EYS2115: Second Year, 20 credit module, BA Early Years, 50% assessment – the other being a 2,500 word Critical Review.)
Originally it took at least a whole day for the Presentations; then Day 2 to type up the notes, and post feedback to each individual student; then Day 3 for the 2nd marker/ internal moderator to play back the videos and give their moderation notes
They had a PAD session on working in a group, inc. a post-session task on identifying their Belbin roles.
AND – went to the Parliament (14/17) where Eunice was presenting.
ALSO – WhatsAPP, GoogleDocs – found BB collaboration tools too clunky, not mobile friendly enough.
Supported each other – CONFIDENCE
CONSTRUCTIVIST Learning
So What we did: we created BB GROUPS – originally random enrolment, this year as chosen by the students.
In session, showed students how to access their groups – and the collaborative tools available to them
Originally each student had to submit a copy of the Presentation via Turnitin, so that the Tutor could give them feedback & grade.
So in the session we also showed them how to submit the Group’s work
Qualitative rubric – allowed focussed assessment and feedback.
Rubrics to set out more clearly the marking criterion guidance.
Laptop connected to NILE, iPad on stand, iRig mic to capture the audio more clearly
Use Blackboard HELP:
Be encouraging
Practicalities – see Blackboard Help
BB is our core technology for T&L, and together with Turnitin, Kaltura, and WordPress, email and student records it gives us – the Northampton Integrated Learning Environment.
Our policy since 2012 is that for non-exam assessments, all submissions, grading and feedback is done online via NILE, unless an exemption is granted. Total number of submissions for last year was around 150,000, including 92,084 via Turnitin.
Currently redesigning all modules and assessments for Blended Learning.
Share examples of good practice via a bi-annual publication ‘Outside the Box’
I have found that group assessments can indeed be very positive, for both Student and Tutor.
So as you can see, I have indeed discovered the Joy of Sets – and I hope you will too.