Understanding current practice around the Assessment of Multimedia Artefacts

•Download as PPT, PDF•

0 likes•650 views

This document discusses current practices around assessing multimedia artifacts. It provides perspectives from both tutors and students. Tutors find marking criteria open to interpretation and ranking artifacts easier than marking. Students have trouble understanding criteria, even with face-to-face explanation. Peer assessment has shown improvements in student performance and understanding of what constitutes good work. The document advocates for students understanding assessment standards and comparing their own work to develop self-monitoring skills.

Education

Understanding Current Practice
around the Assessment of
Multimedia Artefacts

Denise Whitelock

denise.whitelock@open.ac.uk

DMW - eLC - October 2012

Why use multimedia artefacts for a TMA
in H817?

• Learning by doing
• Choice
• Story telling in a
digital age
• Testing high level
skills
• Communication,
Synthesis,
Evaluation,
Reflection
DMW - eLC - October 2012

Assessment criteria/The tutors perspective

• Marking criteria again
open to interpretation
• Ranking easier than
marking
• Thurstone’s graded
pairs, see eSCAPE
project (2006) Richard
Kimbell, TERU,
Goldsmiths College

DMW - eLC - October 2012

Assessment criteria/Students perspective

• Assessment literacy?
• Students misunderstood
even when explained
face to face, Bennett &
Barker (2011)
• Need ‘feed forward’,
Sadler (1983)

DMW - eLC - October 2012

Peer Assessment

• Peer Assessment and
EVS (Bennett & Barker,
2012)
• First year computer
science. Designing and
implementing a website
• 6% improvement
(P<0.001)
• Following year 4%
improvement (P<0.001)

DMW - eLC - October 2012

Food for thought?

• Understand what is
a good piece of work
• Know own level of
performance
• Compare the two
• Practice
• Route to self
monitoring

DMW - eLC - October 2012

References

• Bennett, S. & Barker, T. (2012). Using Peer Assessment and
Electronic Voting to Improve Practical Skills in First Year
Undergraduates. Proceedings of the International Conference on
Computers and Assessment CAA 2012, Southampton, July 2012
• Bennett, S., & Barker, T. (2011). The use of electronic voting to
encourage the development of higher order thinking skills in
learners. Proceedings of the International Conference on
Computers and Assessment CAA 2011, Southampton, July 2011
• Draper, S.W. (2009). Catalytic assessment: understanding how
MCQs and EVS can foster deep learning, Special Issue,
Whitelock, D. (Ed), British Journal of Educational Technology, 40
(2) 285 – 293.

DMW - eLC - October 2012

References 2

• Falchikov, N and Goldfinch, J (2000) Student peer
assessment in higher education: A meta-analysis
comparing peer and teacher marks. Review of
Educational Research 70, (3) 287 – 323.
• Kimbell et al (2007) Phase 2 eSCAPE,
http://www.gold.ac.uk/media/e-scape2.pdf (Accessed 9
October 2012)
• Russell, M.B. (2008). Using an electronic voting system
to enhance learning and teaching, Engineering
Education 3 (2).

DMW - eLC - October 2012

References 3
• Sadler, D.R. (1983). Evaluation and the improvement of
academic learning. Journal of Higher Education, 54:
60-79.
• Topping, K. 1998, Peer Assessment Between Students
in Colleges and Universities, Review of Educational
Research, 68 (3) 249-276.
• Wimshurst, K. and Manning, M., (2012): Feed-forward
assessment, exemplars and peer marking: evidence of
efficacy, Assessment & Evaluation in Higher Education,
DOI:10.1080/02602938.2011.646236
• Zundert, M., Sluijsmans, D. & van Merriënboer, J.,
(2010) Unravelling Peer Assessment and Instruction,
20 (4) 270-279.
DMW - eLC - October 2012

This document analyzes literature on the use of electronic feedback (e-feedback) in education. It reviews 15 sources on topics like the acceptance of e-feedback by students and staff, the types and frequency of e-feedback provided, and the impact of e-feedback on student performance. The analysis identifies themes in the literature around reasons for using e-feedback, motivation for participation, and cautions for integrating it. The document was written by Andrea Neville for an education course at Memorial University and aims to understand e-feedback based on current research.

Assessment & Feedback Literature Review

Morse Project

Presentation by Dr Ann Ooms and Hendrik van der Sluis, Kingston University, at the "Improving Assessment and Feedback Practices in a Technology-Enhanced Teaching and Learning Environment: Theory and Practice" Event, 19th May 2010 at Kingston University. Part of the "Higher Education Academy : Evidence Based Practice Seminar Series 2010" The presentation provides an overview of recent literature concerning assessment and feedback

Assessment & feedback Literature Review

Morse Project

Learning analytics are about learning

Dragan Gasevic

This document discusses challenges and opportunities in learning analytics. It addresses what should be measured, issues around instrumentation, capturing interventions and social networks. It also discusses challenges around scaling qualitative analysis, temporal processes, longitudinal studies, privacy, ethics and data sharing. Overall, the document advocates that learning analytics should go beyond just measuring outcomes and page access counts, and should seek to understand learning processes, contexts and the effects of students' own decisions.

Collaborative teams

chelslab

Sweety_AU

Sweety Naik

The document outlines a practitioner research study that will examine how setting SMART goals impacts student engagement for 12-14 year old intermediate students. The study will involve setting SMART goals with 6 boys in a math class and collecting data on engagement levels through observations, rating scales, and student portfolios over a 10 week period. Potential limitations and ethical considerations of the research are also discussed.

OECD Reviews of Evaluation and Assessment in Education: SWEDEN Implementing p...

EduSkills OECD

Deborah Nusche Policy Analyst Education and Training Policy Division OECD Directorate for Education The OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes, launched in late 2009, is designed to respond to the strong interest in evaluation and assessment issues evident at national and international levels. It will provide a description of design, implementation and use of assessment and evaluation procedures in countries; analyse strengths and weaknesses of different approaches; and provide recommendations for improvement. The Review looks at the various components of assessment and evaluation frameworks that countries use with the objective of improving student outcomes. These include student assessment, teacher appraisal, school evaluation and system evaluation. The analysis focuses on primary and secondary levels of education.

CDE Conference 09/02/2009. D Whitelock (second presentation)

Centre for Distance Education

The company is headed by IIM Graduates Sudhir Ghodke and Sridhar Rajagopalan and its aim is to promote an atmosphere of quality within India's primary school system. It pursues this by raising concerns related to the quality of learning, providing services related to assessment, professional development of teachers, curriculum and pedagogy, and influencing educational policy, especially in the realm of assessment.It takes a systems approach in order to improve the quality of learning. It uses a cycle of problem discovery, cause identification, solution implementation and feedback (which may lead to a deeper level of problem identification), a positive spiral towards improvement.

Thesis Defense

Meghan Oswalt

This document summarizes a study on the college readiness and outcomes of students who completed an Intensive English Language Program (IELP). It examines stakeholders' perceptions of how well the IELP prepared students for undergraduate classes at Portland State University. Surveys and interviews were conducted with former IELP students, current IELP students, IELP faculty, and PSU faculty. Most respondents felt IELP students were generally prepared, but struggled most with academic writing, vocabulary, and independent work. Suggestions are made to better support IELP students' transition to university-level coursework.

Karl gale &_sarah_annand

Educational Development Division, University of Liverpool

This document discusses changes made to the continuous assessment of a physics thermodynamics and kinetic theory module. The changes included: 1. Increasing the percentage of the total module mark from continuous assessment assignments from 10% to 30% to 50% over three years. 2. Replacing homework sheets with 4 problem-based learning projects and 6 electronic assignments completed on the Mastering Physics platform. 3. Rearranging lectures into facilitation sessions and moving to a flat classroom setup to better support group work. The changes led to improved student engagement and understanding as demonstrated by higher assignment scores, attendance, and exam performance compared to previous years and other modules. Students also reported remembering content better and finding it easier

Learning performanceforaglobalworkforcehandout

Jeff Allen

This document profiles Dr. Jeff M. Allen, a professor and director at the Center for Knowledge Solutions at the University of North Texas. His research focuses on learning and performance innovations for education and the workforce. He integrates his research into his teaching to provide students with hands-on experience applying and creating new theories and practices. This allows students to seamlessly transition between classroom theory and innovative processes in the workplace. Dr. Allen has authored several publications on topics related to learning, performance, innovation, and organizational development.

Who makes better use of technology for learning in D&T? Schools or university?

Alison Hardy

Presentation prepared for PATT27 Abstract University teacher training departments have many functions in their role as Schools for Initial Teacher Education (ITE), these include accrediting qualified teacher status, teaching subject knowledge and pedagogy, and influencing change in a school subject’s content and pedagogy. This paper discusses this latter area. It can be easy for teacher training in universities to become ivory towers, modelling new ideas for curriculum delivery and content in a ‘bubble’ away from the real world of the school classroom. A centre of design and technology (D&T) education at an English university has undertaken research-led developments in the use of web 2.0 technologies and technology enhanced learning (TEL), modelling how they can be used in the classroom. The research examined in this paper is the next stage of the centre’s curriculum development to ensure the relevance of the university curriculum content and practices. Anecdotal evidence suggests that the use of TEL in secondary schools is inconsistent and sporadic with D&T teachers using TEL, with minimal awareness of research available, which could inform their practice. This impacts on the centre’s trainee teachers as they begin teaching in schools during their final year of the course, with a possible unrealistic expectation of how TEL is used in schools, based on their university experiences. To discover if their university experience is useful for both undergraduates and graduates of the course when they are teaching in schools, the research questions in this small comparative research project are: 1. How is TEL used by the university within the D&T subject knowledge modules of the course? 2. How is TEL used in D&T lessons in some local secondary schools? The analysis of this data will be a comparison of the use of TEL across these two fields. The aim of the subsequent discussion and conclusion is to ensure that the subject knowledge taught and modelled in university about TEL in D&T is relevant and forward thinking, preparing trainee teachers for their future employment.

Learning with me Mate: Analytics of Social Networks in Higher Education

Dragan Gasevic

Effects of social interactions are reported in research on higher education to lead to positive outcomes such as higher levels of internalization, sense of community, academic achievement, metacognition, and student retention. The role of social networks has especially been emphasized in research due to the availability of theoretical foundations and analytic methods to investigate their effects in higher education. The increased use of technologies in education allows for the collection of large and rich datasets about social networks which call for the use of novel analytics methods. This talk will first give a brief overview of the existing work on and lessons learned from some well-known studies on social networks in higher education in diverse situations from face-to-face to massive open online courses. The talk will then identify critical challenges that require immediate attention in order for the study of social networks to make a sustainable impact on learning and teaching. The most important take away from the talk will be that - computational aspects of the study of social networks need to be integrated deeply with theory, research and practice, - novel methods for the study of critical dimensions (discourse, structure and dynamics) that shape network formation and network effects are necessary, and - innovative instructional approaches are essential to address the changing conditions created by contemporary educational and technological contexts.

Introduction to NILT survey teaching datasets and resources - Emma Calvert an...

The Higher Education Academy

Presentation at the HEA-funded workshop 'Making undergraduate social science count: engaging sociology and criminology students in quantitative research methods'. This workshop aimed to encourage pedagogical reflection and debate on the teaching of quantitative methods to sociology/criminology undergraduates and provide delegates with opportunities for the sharing of best practice in this area. The event included dissemination of the outputs of two recent HEA-funded projects on teaching research methods in the social sciences. Delegates were also introduced to some new and existing quantitative datasets and resources and explore the potential for integrating these across the undergraduate curriculum. This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1iBrVMR For further details of the HEA's work on teaching research methods in the Social Sciences, please see: http://bit.ly/15go0mh

Learning analytics and MOOCs: What have we learned so far and where to go?

Dragan Gasevic

This document discusses learning analytics and MOOCs. It summarizes that feedback loops between students and instructors are weak in MOOCs. Learning analytics can be used to predict attrition and performance. Research has identified learner subpopulations in MOOCs. Better data collection and more robust methods are still needed to understand the process of learning beyond just counting and coding behaviors. Privacy and ethical considerations must also be addressed.

Learning analytics for feedback at scale

Katrien Verbert

E-learning research methodological issues

grainne

1. The document discusses methodological issues in e-learning research including a lack of shared language, tension between quantitative and qualitative methods, and methodological innovations. 2. It explores various theoretical frameworks that can be used in e-learning research such as communities of practice, activity theory, and dialogue theory. 3. The document examines different research positions including positivist, open systems, phenomenological, social constructionist, and socially situated approaches and how they impact methodology.

Psi pmi presentation 110726

robertgoodman

Meaningful Conversations about EdTech: Transforming Student Learning

Bradford Wheeler

Higher Education Teachers' Experiences of Learning Analytics in Relation to S...

David Heath

This document summarizes a study on higher education teachers' experiences with learning analytics in relation to student retention. The study surveyed 276 teachers across Australia and New Zealand about their discussions and involvement with learning analytics, interest in potential applications, and views on institutional support. Key findings include that while teachers are interested in using analytics for retention efforts like identifying at-risk students, they need more training, access to data, and guidance on how to interpret and respond to data. The document calls for institutions to provide more support to help teachers effectively use learning analytics.

CIKM 2018 - Contrasting Search as a Learning Activity with Instructor-designe...

Felipe Moraes

https://dl.acm.org/citation.cfm?id=3271676 The field of Search as Learning addresses questions surrounding human learning during the search process. Existing research has largely focused on observing how users with learning-oriented information needs behave and interact with search engines. What is not yet quantified is the extent to which search is a viable learning activity compared to instructor-designed learning. Can a search session be as effective as a lecture video - our instructor-designed learning artefact - or learning? To answer this question, we designed a user study that pits instructor-designed learning (a short high-quality video lecture as commonly found in online learning platforms) against three instances of search, specifically (i) single-user search, (ii) search as a support tool for instructor-designed learning, and, (iii) collaborative search. We measured the learning gains of 151 study participants in a vocabulary learning task and report three main results: (i) lecture video watching yields up to 24% higher learning gains than single-user search, (ii) collaborative search for learning does not lead to increased learning, and (iii) lecture video watching supported by search leads up to a 41% improvement in learning gains over instructor-designed learning without a subsequent search phase.

Creativity in stem programs shapes students’ attitudes

Australian Centre for Student Equity and Success

This document summarizes the key findings of a research project that examined students' attitudes towards STEM subjects and how those attitudes change over time. The project administered attitude surveys to over 1500 students across years 6 to 12 at a large metropolitan school. It found that students' attitudes towards different STEM subjects, as well as factors like enjoyment and self-efficacy, varied significantly based on age and subject. It recommends that outreach programs to promote STEM should be targeted based on these attitude differences and focus on creativity to positively impact enjoyment, relevance and self-efficacy.

Faculty Adoption of Technologies in Team-Based Learning Classrooms

Bradford Wheeler

Generating Actionable Predictive Models of Academic Performance

Abelardo Pardo

Scaffolding Problem Based Learning

Sarah_Gretton

The document discusses scaffolding problem-based learning (PBL) through module length problems at the University of Leicester's Interdisciplinary Science programme. It found that initially, PBL delivery led to surface learning and poor exam results. Interventions like pre-session preparation materials, feedback sessions, and subject-specific teaching fellows improved student marks and engagement. A student focus group indicated the changes, especially use of teaching fellows, benefited their learning. While limited by a small cohort, the results suggest scaffolding can help students, particularly those with strong or weak first year performance.

Designing and testing visual representations of draft essays for Higher Educa...

Understanding current practice around the Assessment of Multimedia Artefacts

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Viewers also liked

Viewers also liked (9)

Similar to Understanding current practice around the Assessment of Multimedia Artefacts

Similar to Understanding current practice around the Assessment of Multimedia Artefacts (20)

More from Denise Whitelock

More from Denise Whitelock (11)

Recently uploaded

Recently uploaded (20)

Understanding current practice around the Assessment of Multimedia Artefacts