Actively engaging learners by using a technology enhanced approach that enriches feedback and promotes self reflection
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Actively engaging learners by using a technology enhanced approach that enriches feedback and promotes self reflection
- 1. Actively engaging learners by using a technology enhanced approach that enriches feedback and promotes self reflection Madonna Herron, Andy Jaffrey, Catherine O’Donnell. 1
- 2. About Ulster • Multi campus institution in Northern Ireland. – Jordanstown – Belfast – Coleraine – Derry/Londonderry • Approximately 20,000 FTE students • Modest fully online portfolio of mainly Masters programmes 1200 students from 80 countries 2
- 5. CLARITI • C OLLECT • L OOK • A PPRAISE • R EFLECT • I NVOLVE • T AKE IN • I MPROVE 5
- 6. CLARITI Whilst feedback tends to promote skill acquisition and competency, reflection leads to individual growth and interpretation of the greater meaning and implications of an experience or action. It is important to establish a reflective atmosphere with your student (Branch & Paranjape, 2002). 6
- 7. NUS Benchmarking Tool National Union of students - Assessment and feedback benchmarking tool. Principle 10: Self reflection and peer learning. Peer learning and self-reflection are embedded in the curriculum. Students’ personal development takes account of all the feedback they have received throughout their course. Discussions are regularly held between staff and students to ensure the balance of taught, peer and self-learning is accurate. 7
- 8. Gotcha to Growth Reflective feedback shifts the conversation from Gotcha to Growth. 8
- 9. Limitations of giving just feedback 9 Doesn’t encourage student reflections. No support advised. Uncollected work. • Doesn’t encourage student reflection. • No facility to advise further support. • Uncollected work.
- 10. A paper-based solution inviting reflection. 10 Doesn’t encourage student reflections. No support advised. Uncollected work.
- 11. Challenges with this approach 11 Doesn’t encourage student reflections. No support advised. Uncollected work. • Time-consuming to manage. • No method of dealing with misconceptions. • No mechanism for advising support. • Uncollected work. • Unreviewed work.
- 12. A technology facilitated solution … 12 Doesn’t encourage student reflections. No support advised. Uncollected work. • Funded by the University’s Technology Facilitated Learning (TFL) Development Programme. • 60+ students - first year mathematics and engineering students. • Mathematical Methods module and Engineering Mathematics module. • Corrective feedback and model solutions returned electronically.
- 13. From a student perspective – Pencasts & Mark Schemes 13 Doesn’t encourage student reflections. Uncollected work. • Interactive, digital handwritten solutions synced with audio. • Replayed as many times as needed. Livescribe PDF and Two stages of a paper replay session
- 14. From a student perspective - Corrective and enriched feedback but no score 14 Doesn’t encourage student reflections. Uncollected work.
- 15. Bespoke software application 15 Doesn’t encourage student reflections. Uncollected work.
- 16. From a student perspective 16 Doesn’t encourage student reflections. Student receives an email with a link to their feedback and progress summary report, with their scores, reflections and the tutors scores, feedback and advice.
- 17. From a tutor’s perspective – paper submission 17 Doesn’t encourage student reflections. • Marked with minimal feedback. • Enriched generic feedback. • Marking quicker. • Feedback more timely. • Scores recorded but withheld.
- 18. From a tutor’s perspective – electronic submission 18 Doesn’t encourage student reflections. • Marked inline using GradeMark. • Quick marking. • Feedback released using Post Date. • Scores recorded but withheld.
- 19. From a tutor’s perspective – electronic submission 19 Less admin allows more time to invest in providing enriched generic feedback
- 20. From a tutor’s perspective – software application 20 • Quiz closed. • Data downloaded. • Data uploaded. • Retrieves and merges data. • Email released. Tutor brief comments entered here! Tutor marks entered here.
- 21. Ulster’s Principles of Assessment and Feedback 21 http://ee.ulster.ac.uk/assessment_and_feedback
- 22. Ulster’s Principles of Assessment and Feedback 22
- 23. Recap - CLARITI 23 C OLLECT L OOK A PPRAISE R EFLECT I NVOLVE T AKE IN I MPROVE
- 24. Collect 24 96% of students collected their feedback.
- 25. Look 25 75% of students reviewed their work.
- 27. Feedback and progress report 27 75% received their feedback and progress report.
- 28. Help 28 All students that needed help were offered help.
- 30. Student views on enriched feedback 30 The model answers and marking scheme
- 31. Student views on enriched feedback 31 Feedback without a score encouraged me to:
- 33. Student Comments 33 “Self marking made me scrutinise my work much more than if I had just been given a mark.” “It actually made me think about my mistakes rather than simply knowing what the mistakes were.” “Definitely was of great benefit to myself. Made me realise the amount of small mistakes I was making which I wouldn’t have without the self marking.”
- 34. Student Comments 34 “This feedback strategy makes me more aware of the stupid mistakes I make and makes me want to remember how to do them correctly the next time. Merely getting a score on a piece of paper I don't think would have the same affect.”
- 35. Student Comments 35 “That it took time to complete the feedback, although it needed to be done so that it was beneficial.” “The overall length of time taken to actually receive my mark. Having waited for the mark, I felt it was now stopping me to proceed with further studies.” “Not being given a score right away.” “Disliked waiting to get my mark back, but assessing the feedback are worth it in the long run.” “There was a lot of parts to it.”
- 36. Future Work 36 • Improve induction of CLARITI “Our lecturer fully explained the benefits of using the CLARITI method to the class, and why she enjoyed using it as a lecturer. I had never really given self assessment much thought before this but now I think its really going to help me fine tune the smaller details I may have problems with.” • Create a student focus group. • Form a community of practice. • Tool integration – LTI, SSO
- 37. Future Work 37 • Interactive rubrics http://adl.ulster.ac.uk/skillsplus/ir/ • http://adl.ulster.ac.uk/skillsplus/interactive_rubric/slider.html
- 38. References 38 Boud, D. (1995), Enhancing learning through self-assessment, London, Kogan Page. Brown, S. (2004), Assessment for learning, Learning and Teaching in Higher Education, 1, 81-89. Maddalena Taras (2010) Student self-assessment: processes and consequences, Teaching in Higher Education, 15:2, 199-209 Nicol, D. & MacFarlane-Dick, D. (2005), Formative assessment and self-regulated learning: A model and seven principles of good feedback practice, Studies in Higher Education. O’Donovan, B., Price, M. & Rust, C. (2004), Know what I mean? Enhancing student understanding of assessment standards and criteria, Teaching in Higher Education, 9(3), 325-335.
- 39. Thank you for listening 39 Any Questions?
Editor's Notes
- We called the project CLARITI because, we wanted students to ... Collect their feedback. ... Look at their feedback. ... Appraise and Reflect on their work. Get them Involved in their learning. And to Take-in their feedback and Improve their learning. Before we discuss the implementation of a solution that uses technology, I will give you some background to the project.
- Outstanding practice is described as
- (MGH) Background: Limitations of giving just feedback In the past, when students submitted their work, I marked it. I spent time producing feedback. And then I returned the marked work to the student. This slide shows a snapshot of a coursework feedback sheet that I created and completed for each student. I returned it with their marked work. I indicated areas in which they are doing well in, and areas in which they need to improve. The main limitation with this feedback sheet is that there was no effective mechanism to capture student reflections. As a result I did not know whether a student had reviewed their work, understood their feedback, and took action to improve their work. There was also no mechanism for advisability of support. And there was the problem of uncollected work.
- Background: A paper-based solution To address these problems, a paper-based coursework feedback sheet was produced, in which students outlined the actions that they needed to take to improve their learning. The form was handed back to me. I then copied it and returned it to them. So by getting students involved in this process, they had to look at their feedback, appraise and reflect on their work, take-in their feedback and outline actions to improve their learning. So, as you can see from these comments, there was value in the process, but ...
- (MGH) Challenges with this approach … the process was time-consuming to manage. There was no method for determining whether students perceived judgement of their submitted assessment was the same as mine. Nor was there a method for advising the need for additional support. There was still the problem of uncollected work. And, there was still the problem of unreviewed work.
- Madonna recognised the pedagogical benefits of encouraging more reflection and applied to Ulster's TFL Development Programme. Her bid was successful and an improved technology facilitated solution was developed to help her overcome some of the challenges she was encountering. The solution was targeted at 60+ first year mathematics students and engineering students. With this new approach students submitted their work in the normal way, and their work was returned to them with feedback but their score was withheld initially. Students were then asked to review the corrective feedback and model solutions provided and to reflect on the work they had submitted, while considering the score they think they deserved.
- (COD) From a student perspective To help students determine what score they think they deserved, and where they could improve, they were given access to generic feedback using pencast solutions with mark schemes. These pencast solutions are interactive, digital versions of hand-written solutions synced with audio. And they can be replayed as many times as needed. This solution is better because all students have the opportunity to Collect their feedback and Review their work.
- Corrective and enriched feedback received …but no score! Invited to share anticipated score and reflections. COD) From a student perspective As I said previously, from a students perspective, the student submits their work as normal, and it is returned with feedback but the score is withheld initially. Once they have reviewed the feedback and model solutions provided and have reflected on the work they had submitted. They are then invited to complete a learner score quiz in blackboard within a week of receiving their feedback. This requires them to enter the score they think they deserved and the steps they think they need to take to improve, achieve more or continue achieving in the topic being assessed. This slide shows an example of a student entering their reflections into the Learner Score Quiz. [pause]
- (COD) Bespoke software application – screenshot March 2014 A new bespoke application was designed. My TFL colleague Andy Jaffrey (who is now head of the office for digital learning) helped us build it so that it allowed Madonna to easily review the learner score quiz data gathered from the Blackboard quiz and easily return the score she wished to award to the students along with feedback. COD) From a student perspective As I said previously, from a students perspective, the student submits their work as normal, and it is returned with feedback but the score is withheld initially. Once they have reviewed the feedback and model solutions provided and have reflected on the work they had submitted. They are then invited to complete a learner score quiz in blackboard within a week of receiving their feedback. This requires them to enter the score they think they deserved and the steps they think they need to take to improve, achieve more or continue achieving in the topic being assessed. This slide shows an example of a student entering their reflections into the Learner Score Quiz. [pause]
- (COD) From a student perspective Once requested by the tutor, the students receive an email with a link to their feedback and progress summary report. This report provides them with their score, the tutors score, their action plan or steps they think they need to take, and the tutors individualised comments. Further support is also automatically advised as the application uses a calculation to advise further generic support based on the score the tutor awards.
- (MGH) From a tutor perspective From my perspective, for paper submission, work is marked with minimal feedback. Effort is instead redirected to providing more enriched generic feedback. This makes marking quicker and feedback more timely - usually within a week of submission. Students work is then scanned and electronically returned along with the enriched generic feedback. Scores are recorded but initially withheld.
- (MGH) From a tutor perspective For electronic submission, students submit their work to TurnitIn Assignment via Blackboard. Each student’s work is marked in-line using the GradeMark tool. Quick marking is facilitated by using QuickMarks, Bubble comments and Inline comments. Marked work is released to the student for review using Post Date. Scores are recorded but initially withheld. Once all students work has been marked they are given access to enriched generic feedback.
- (MGH) From a tutor perspective The enriched generic feedback are pencast solutions with mark schemes. These are produced using a Livescribe smartpen and dot-paper. These are necessary to help all students to self-score and to create meaningful action plans.
- (MGH) From a tutor perspective Once students complete the learner score quiz, and the quiz is closed. The data is downloaded from blackboard and then uploaded to a software application. This application automatically retrieves and merges the student quiz data into an online feedback and progress summary report. It allows me to return the tutors score and enter general comments taking in the students reflections and action plans. Once this process is complete, an email is released to each student with a link to their report. This allows them access to their feedback and progress summary report.
- (COD) Maps to Ulster’s ... From the onset we wanted to make sure that all solutions implemented were underpinned by the principles for assessment and feedback for learning at Ulster University. The seven principles are based on the REAP principles from the University of Strathclyde. We used the JISC funded Viewpoints assessment and feedback theme which also aligned to these principles to help us plan our solutions.
- (COD) Seven principles of feedback We wanted to know if the students felt that we were addressing the seven principles of feedback. So we asked them. The told us that they think that the feedback reflection process encouraged each of these principles. And as you can see the scores are very high.
- (COD) Recap project objectives ... I would like to remind you that the objectives of this project were to: Increase the Collection of marked work. To get students to Look at their feedback. To get students to Appraise and Reflect on their work. To get students Involved in their learning. To get students to Take-in their feedback and Improve their learning.
- (MGH) Did students collect their feedback 96% of students collected their feedback within a few days of notification of delivery. For this coursework, the feedback and notification system used, was developed by one of my colleagues, from SCM, Dr Peter Nicholl.
- 75% of students reviewed their work.
- (MGH) Collect feedback and progress report Within 2 working days of quiz closure, all students who got involved in the process, received notification of delivery of their ‘online individualised feedback and progress summary report’
- (MGH) Collect feedback and progress report Within 2 working days of quiz closure, all students who got involved in the process, received notification of delivery of their ‘online individualised feedback and progress summary report’
- (MGH) Collect feedback and progress report Within 2 working days of quiz closure, all students who got involved in the process, received notification of delivery of their ‘online individualised feedback and progress summary report’
- (MGH) Enriched feedback To collect students views and to evaluate this approach, students were invited to participate in a survey. The survey was anonymous. In the current academic year, 61% of the student group responded to the survey. The results suggest that the enriched mark schemes are helping student to decide what score they deserved and where they could improve.
- (MGH) On promoting self-reflection On promoting self-reflection, the results suggest that the students are reflecting on their marked work – even though their score is withheld. In both tables, student opinions were more favourable in the current academic year compared with last year It is likely that this can be attributed to the fact that student induction to the approach was clearer than that given in the previous year. (But I can’t say if they would they reflect as well with the score) (So building in student self-reflection is a vital part of the feedback cycle)
- (MGH) Student comments We collected more than 150 free comments from the students via the survey. In the next few slides, I have attempted to highlight common responses to give a sample of these student views.
- (MGH) Student comments Many students were positive about self-marking and these comments indicate that the self-reflection approach encouraged them to look, appraise and reflect on their work, which they would otherwise not have done.
- Student Quotes I particularly liked this student comment which captures the benefit of this feedback strategy from their point of view. (The goal of encouraging self-reflection seems to have been met.)
- (MGH) Student comments The students were asked what they least liked about the strategy. There were hardly any negative opinions expressed. From those that responded, the main dislike was about the time it took to complete the feedback but they thought that the rewards were sufficient with respect to the time spent. A minority of students disliked waiting on their mark. Most students found the process straightforward. However, one student interestingly, commented that “there was a lot of parts to it.”
- (MGH) Student comments The first time that this feedback strategy was implemented, the students were not clearly inducted on the process. So this year, in week 1 of semester 1, students were presented with a walkthrough of the process. Here is a comment from a student which shows the value of this induction: [pause] This walk-through of the process had to be repeated shortly after the assessment submission. As a result, we plan to create a walk-through video of what to expect. Any this replayed anytime they want. This we hope will encourage more students to see the value of the strategy and engage in process. We would also like to create a student focus group to find out what improvement could be made and what issues need resolved. This is from both the student perspective and also staff perspective So we would like to form a community of practice with our peers. And we would like to seek funding to improve the application. Finally more development work is required to add some additional features and to make the application more robust. [Adapting this approach is also worth considering because the feedback and progress report created can be collected and stored to showcase our students progress when they go to seek employment. [Catherine can you help re word]